GIKI ElectEngg FEE SAR V1.9 PDF

GIK Institute of Engineering Sciences and Technology
SELF ASSESSMENT REPORT
BS Electronic Engineering
Faculty of Electronic Engineering
Submitted to
EAB / EA&QEC
of
Pakistan Engineering Council
October 2016
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Name Designation Signature Date
Mr. M. Ahsan Saeed Research Associate
Prepared By
Mr. Abdul Basit Zia Research Associate
Dr. Nisar Ahmed Dean, FEE
Dr.Zia Ul Haq Abbas Assistant Professor
Reviewed By
Dr. Farrah Fayyaz Assistant Professor
Dr. Javed Ahmad

Pro-Rector (A)
Chattah
Approved By Mr. Jehangir Bashar Rector
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CONTENTS
Acronyms ................................................................................................................................................... ix
Preface ........................................................................................................................................................ xi
Executive Summary ............................................................................................................................. xii
Chapter 1 Introduction .......................................................................................................................... 1

1.1 The Institute ........................................................................................................... 1
1.1.1 Faculties of the Institute ........................................................................................................ 1
1.1.2 Institute Organization and Management ........................................................................ 3
1.1.3 GIK Institute Ranking among Engineering Institutes by HEC ................................ 4
1.1.4 Technical and Societal Activities ........................................................................................ 4
1.2 Facutly of Electronic Engineering ......................................................................... 4
1.2.1 BS Electronic Engineering Program .................................................................................. 5
1.2.2 Accreditation History .............................................................................................................. 6
1.2.3 Shining Stars of FEE ................................................................................................................. 6
1.2.4 Major Achievements of FEE Students ............................................................................... 7
1.2.5 Major Achievements of FEE Alumni .................................................................................. 9
1.3 Conversion to Outcome Based Education (OBE) System ................................... 11
1.3.1 Faculty Trainings on OBE ................................................................................................... 11
1.3.2 Gap Analysis ............................................................................................................................. 12
1.3.3 Activities of FEE on OBE (2015-16) ............................................................................... 13
1.3.4 Academic Council Meetings ............................................................................................... 15
1.3.5 International workshop on Outcome based Education/Assessment ............... 15
1.4 Quality Management System ............................................................................... 16
1.4.1 Faculty Study Board (FSB) ................................................................................................. 16
1.4.2 Academic Council (AC) ........................................................................................................ 16
1.4.3 Quality Enhancement Cell (QEC) ..................................................................................... 16
1.4.4 International Advisory Board ........................................................................................... 17
1.4.5 FEE Board of Studies (BoS) ................................................................................................ 18
1.4.6 Industrial Advisory Board .................................................................................................. 18
1.5 OBE Implementation System .............................................................................. 19
Chapter 2 Program Educational Objectives (PEOs)................................................................ 23

2.1 Vision and Mission .............................................................................................. 23
2.1.1 Institute Vision ........................................................................................................................ 23
2.1.2 Institute Mission ..................................................................................................................... 23
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2.2 Program Educational Objectives (PEOs) ............................................................. 23
2.3 Consistency of PEOs with the Institute Vision and Mission ............................... 24
2.4 Process to Evaluate Achievements of PEOs ........................................................ 25
2.5 Evaluation Results used for Continual Improvement of the Program ................. 26
Chapter 3 Program Learning Outcomes (PLOs) ...................................................................... 27

3.1 Program Learning Outcomes (PLOs) .................................................................. 27
3.2 Mapping of PLOs with PEOs .............................................................................. 28
3.3 PEOs Encompassing the Graduate Attributes...................................................... 29
3.3.1 Process for Establishment and Review of PLOs ........................................................ 30
3.4 Mapping of PLOs with Courses ........................................................................... 30
3.5 Assessment Methodology .................................................................................... 34
3.5.1 Direct Assessment ................................................................................................................. 34
3.5.2 Indirect Assessment.............................................................................................................. 35
3.6 Results of Assessment of PLOs ........................................................................... 35
3.6.1 Individual Cumulative PLO ................................................................................................ 36
3.6.2 Cohort Cumulative PLO Attainment ............................................................................... 38
3.7 Application of Assessment Results for Program Improvement ........................... 47
3.8 Demonstration of Achievement of PLOs ............................................................. 47
Chapter 4 Curriculum and Learning Process............................................................................ 48

4.1 Curriculum Design ............................................................................................... 48
4.1.1 Course Codes............................................................................................................................ 48
4.1.2 Semester Chart ........................................................................................................................ 49
4.1.3 Semester-wise Breakdown ................................................................................................ 50
4.1.4 Thrust Areas of Electronic Engineering........................................................................ 53
4.1.5 Comparison of EE Program with HEC Requirements ............................................. 54
4.1.6 Benchmarking of EE Program with University of Missouri ................................. 55
4.2 Assessment of Electronic Engineering Curriculum ............................................. 59
4.2.1 Courses ....................................................................................................................................... 59
4.2.2 Labs .............................................................................................................................................. 59
4.2.3 Tutorials/Seminars ............................................................................................................. 59
4.2.4 Internship.................................................................................................................................. 59
4.3 Assessment of Complex Engineering Problem.................................................... 59
4.3.1 Senior Design Project (SDP) Assessment Mechanism ............................................ 60
4.3.2 Junior Year Robotic Competition..................................................................................... 61
4.3.3 Open Ended Labs.................................................................................................................... 62
4.4 Usage of Internet as a Resource ........................................................................... 63
4.5 Emphasis on Oral and Written Communication Skills ........................................ 63
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4.6 Institute wide Assessment and Grading Policy .................................................... 64
4.6.1 Assessment Policy of Institute .......................................................................................... 64
4.6.2 Grading Policy of Institute.................................................................................................. 65
Chapter 5 Students ............................................................................................................................. 67

5.1 Requirements and Process for Admission in the Program and Annual Intake .... 67
5.2 Policies and Processes for Credit Transfer/Exemption ........................................ 69
5.3 Mechanism for Providing Guidance to Students ................................................. 69
5.3.1 Academic Advisors ................................................................................................................ 69
5.3.2 Career.......................................................................................................................................... 69
5.4 Student Wellness Counselor ................................................................................ 70
5.5 Students’ Workload, Class Sizes for Theory and Laboratory Sessions ............... 71
5.5.1 Course Load .............................................................................................................................. 71
5.5.2 Semester Registration (1st Week of Semester)......................................................... 71
5.5.3 Late Registration (2nd Week of Semester) ................................................................. 72
5.5.4 Add/Drop of Courses (3rd Week of Semester) ......................................................... 72
5.5.5 Auditing Course(s) (3rd Week of Semester) .............................................................. 72
5.5.6 Withdrawal from Courses (4th – 10th Week of Semester) .................................... 73
5.5.7 Repeating Course(s) ............................................................................................................. 73
5.5.8 Interruption of Studies ........................................................................................................ 73
5.6 Discussion on Students’ Activities and Involvement in Student Organizations .. 73
5.6.1 Clubs and Societies ................................................................................................................ 74
5.6.2 Professional Societies........................................................................................................... 74
5.6.3 Non-Technical Societies ...................................................................................................... 75
5.6.4 Guidelines for Society Members ...................................................................................... 75
5.7 Key Performance Indicators (KPI) to Demonstrate Students’ Performances ...... 81
Chapter 6 Faculty and Support Staff ............................................................................................ 83

6.1 Strengths and Competencies of the Academic Staff ............................................ 83
6.1.1 Communication and Digital Signal Processing .......................................................... 83
6.1.2 Microelectronics and ASIC Design .................................................................................. 84
6.1.3 Power and Control................................................................................................................. 84
6.2 Faculty Recruitment ............................................................................................. 85
6.2.1 Procedure for Recruitment of Faculty........................................................................... 85
6.2.2 GIK Institute Rules for Selection, Appointment of Faculty ................................... 86
6.2.3 The Process of Delivering Course Material ................................................................. 91
6.3 Faculty Workload for Effective Teaching ........................................................... 93
6.4 Processes for Faculty Development, Training and Retention .............................. 93
6.4.1 Faculty Development Program......................................................................................... 93
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6.4.2 Faculty Retention ................................................................................................................... 94
6.4.3 Faculty Activities .................................................................................................................... 95
6.5 Sufficiency and Competency of Technical and Administrative Staff .................. 96
Chapter 7 Facilities and Infrastructure ...................................................................................... 99

7.1 Adequacy of Teaching and Learning Facilities ................................................... 99
7.1.1 Classrooms..............................................................................................................................100
7.1.2 Faculty Offices .......................................................................................................................100
7.2 FEE Laboratories ............................................................................................... 101
7.3 The Library ........................................................................................................ 105
7.4 Computing Infrastructure and Facilities ............................................................ 108
7.4.1 Safety Procedures for all FEE Labs ...............................................................................109
7.5 Support Facilities ............................................................................................... 110
7.5.1 Sports and Recreational Centers ...................................................................................110
7.5.2 Lecture Halls ..........................................................................................................................112
7.5.3 Auditorium .............................................................................................................................113
7.5.4 Faculty and Staff Residences ...........................................................................................114
7.5.5 Hostels ......................................................................................................................................115
7.5.6 Sports Complex .....................................................................................................................115
7.5.7 Medical Center ......................................................................................................................117
7.5.8 GIKI College ............................................................................................................................117
7.5.9 Student Service Centre ......................................................................................................118
7.5.10 Transport Facilities ...........................................................................................................118
7.5.11 Mosque, Tuck-shop, Bank, ATM, and Other Services ..........................................119
Chapter 8 Institutional Support and Financial Resources ................................................. 120

8.1 Institute Financial Commitment and Support to Enhance Qualityof Program .. 120
8.1.1 Overview..................................................................................................................................120
8.1.2 Genesis......................................................................................................................................121
8.1.3 Facts and Figures .................................................................................................................122
8.1.4 Financial Position.................................................................................................................122
Chatper 9 Continuous Quality Improvement.......................................................................... 123

9.1 Mechanism for Continual Quality Improvement ............................................... 123
9.1.1 Introduction - GIKI Quality Enhancement Cell ........................................................123
9.1.2 QEC Assessment ...................................................................................................................123
9.1.3 Student Advising and Counseling..................................................................................129
9.1.4 Policy and Rules....................................................................................................................130
9.2 Progress on the Last PEC Visit Observations. ................................................... 132
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9.3 International membership of QEC ..................................................................... 133
Chapter 10 Industrial Linkages ................................................................................................... 134

10.1 Research and Development Collaboration......................................................... 134
10.2 Industrial Open House and Careers Fair ............................................................ 134
10.3 GIK Institute Summer Internship Program ........................................................ 136
10.4 Incubation Center ............................................................................................... 142
10.5 Faculty Research Grants .................................................................................... 143
10.6 CPD Activities in FEE ....................................................................................... 145
10.7 Concluding Remarks.......................................................................................... 145
Annexures ........................................................................................................................................... 146
ANNEX-A: Complex Engineering Problem................................................................................ 147
ANNEX-B: Mapping of PLOs with PEOs ...................................................................................... 159
ANNEX-C: System of Instructions and Examination ............................................................. 160
ANNEX-D: Mapping of Courses with PLOs ................................................................................ 177
ANNEX D1: Mapping of PLOs with CLOs .................................................................................... 179
ANNEX-E: Curriculum Design ....................................................................................................... 187
ANNEX-F: Course Offerings.............................................................................................................. 187
ANNEX-G: Laboratories & Lab Work .......................................................................................... 191
ANNEX-H: Details of Students ....................................................................................................... 193
ANNEX-I: Faculty Strength ............................................................................................................. 194
ANNEX-J: Faculty Summary ........................................................................................................... 195
ANNEX-K: Faculty Loading ............................................................................................................. 196
ANNEX-L: University Expenditure and Income Details ....................................................... 197
ANNEX-M: Companies visited GIKI at Open House ............................................................... 198
ANNEX-N: Senior Design Project ................................................................................................. 201
ANNEX-O: CQI Forms........................................................................................................................ 212
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ANNEX-P: Lab Rubrics ..................................................................................................................... 214
ANNEX-Q: Open Ended Lab ............................................................................................................ 220
ANNEX-R: Surveys Forms for PEOs ............................................. Error! Bookmark not defined.
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ACRONYMS
AC Academic Council
BS Bachelor of Science
BT Bloom’s Taxonomy
BOG Board of Governors
CLOs Course Learning Outcomes
CQI Continuous Quality Improvement
EE Electronic Engineering
EC Executive Committee
EAB Engineering Accreditation Board
FEE Faculty of Electronic Engineering
FSB Faculty Study Board
GC Governing Council
GY Graduating Year
GA Graduate Assistant
HEC Higher Education Commission
IAB International Advisory Board
IEEE Institute of Electrical and Electronics Engineers
KPI Key Performance Indicator
MOM Minutes of Meeting
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ORIC Office of Research, Innovation and Commercialization
OBE Outcome Based Education
OBA Outcome Based Assessment
PT Program Team
PLOs Program Learning Outcomes
PEOs Program Educational Objectives
PEVs Program Evaluators
PhD Doctor of Philosophy
PEC Pakistan Engineering Council
QMS Quality Management System
QEC Quality Enhancement Cell
RA Research Associate
SAR Self-Assessment Report
SGPA Semester Grade Point Average
TA Teaching Assistant
WA Washington Accord
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PREFACE
Ghulam Ishaq Khan Institute of Engineering Sciences and Technology established in 1993 is one of
the prestigious engineering Institutions of the country. The Institute is also well known at international
level. The Faculty of Electronic Engineering is one of the best faculties of the GIK Institute and has
high research output. From Fall 2009 to Spring 2014, this faculty has published more than 100
research publications in reputed international journals and conference proceedings.
Over the years, the Faculty has focused to secure outstanding academic achievements, manifested by
commitment to excellence in teaching, pursuance of high quality research and community services.
This document contains a self-assessment report (SAR) of the B.S. Electronic Engineering (EE)
Program. The report has been developed by the program team (PT) under the supervision of Quality
Enhancement Cell. This SAR has been prepared keeping in view the revised Outcome-based
2014 PEC Accreditation Manual with an attempt to bridge the gap that exists between the
requirements of the revised 2014 manual and the earlier version. The EE program at GIK Institute
provides essential knowledge and skills needed by the Electronic engineers in Pakistan and other
countries of the world. Effective student’s intake in Fall 2015, the program has been re-named as
Faculty of Electrical Engineering. However, all students admitted earlier will graduate as electronic
engineers.
We would like to thank Dr. Fazal A. Khalid, Dr. Zahid Halim and Dr. Muhammad Akbar for their
valuable suggestions. Special thanks to faculty members, alumni, students and employers who gave us
valuable feedback on important attributes of the revised PEC Accreditation Manual.
The Program Team (PT) consists of the following members,
Dr. Nisar Ahmad (Professor)

Dr. Zia-ul-Haq Abbas (Assistant Professor)
Dr. Farrah Fayyaz (Assistant Professor)
Engr. Abdul Basit Zia (Research Associate)
Engr. Muhammad Ahsan Saeed (Research Associate)
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EXECUTIVE SUMMARY
This is the self-assessment report (SAR) of the Faculty of Electronic Engineering (FEE), GIK
Institute for the fulfillment of requirements set forth by Pakistan Engineering Council (PEC)
in its Accreditation Manual, Second Edition, 2014 for the BS EE program. The SAR consists
of 10 chapters, addresses all nine criteria of the PEC and contains assessment based on these
criteria’s.
Chapter 1 presents a brief history of establishment of the GIK Institute and its academic
pursuits encompassing various programs of engineering and management sciences. Electronic
Engineering Program (which is the candidate for accreditation through this SAR) has been
introduced wherein its accreditation profile, professional excellence in teaching & research,
distinctive achievements of students and alumni have been highlighted. Moreover, efforts
made by the FEE to convert to OBE-system through development of relevant procedures,
documentation and training of faculty members are explained. It also describes the quality
management system (QMS) in place at the GIK Institute which encompasses several relevant
contributors in the form of Faculty Study Board, Academic Council, Quality Management
Cell (QEC) and International Advisory Board. This chapter also deals with the
implementation process of the OBE system involving design/planning, assessment, analysis
& evaluation and revision of the PEOs, PLOs & CLOs.
Chapter 2 discusses OBE criteria for accreditation which requires mapping of Institute’s
vision and mission with the four PEOs and for that Key Performance Indicators (KPIs)
reflecting achievement of various PEOs have been reported. Similarly, the four PEOs are
mapped with twelve PLOs which encompass breadth and depth of engineering knowledge to
tackle complex engineering problems and other attributes dealing with project management
& communication skills, ethical behavior and awareness to environment and society needs at
large.
Chapter 3 discusses PLOs achievement of a program which can be judged with the
knowledge delivered through its curriculum are mapped with relevant courses and for that
Course Learning Outcome (CLOs) have been defined for each course.
Chapter 4 describes curriculum and its delivery process and broadly relates that to the
learning outcomes. A list of general educational requirements, core requirements,
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specialization electives, engineering electives- breadth, management electives and
semester-wise breakdown of BS (EE) curriculum is presented.
Chapter 5 describes student admission procedures, policies for credit transfer, class work-
load and discusses other student’s activities in the curricular and co-curricular domains.
Chapter 6 describes the strength and qualification of academic staff including main thrust
research areas currently being pursued. Moreover, the competency of faculty towards
implementation of OBE system in terms of number, recruitment procedure, evaluation, and
retention policy is highlighted.
Chapter 7 deals with facilities of labs and classrooms of FEE and other infrastructure of the
GIK Institute.
Chapter 8 deals with the financial resources of the GIK Institute for its academic
undertakings.
Chapter 9 relates to the process of Continuous Quality Improvement (CQI) and describes
steps taken to remove weaknesses and other non-conformances observed during the
preceding accreditation visit.
Chapter 10 discusses industrial collaborations and linkages which offer opportunities to our
students for training and exposure to practical life through the internship program. These
linkages are also intended for Faculty to explore opportunities of sponsored research.
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CHAPTER 1 INTRODUCTION
1.1 THE INSTITUTE
Ghulam Ishaq Khan Institute of Engineering Sciences and Technology (GIKI), established in
1993 is one of the prestigious engineering institutions of the country. GIK Institute is also
known the world over for setting a standard of excellence in the field of engineering.
SOPREST (Society for the Promotion of Engineering Sciences and Technology) is the parent
body of GIK Institute. Over the years, the GIK Institute has produced bright and innovative
graduates who were later employed at some of the most respectable organizations all over the
world. The GIK Institute aspires to be a center of excellence in engineering sciences and
technology, which acts as an effective agent of change and a model for others to emulate. It is
autonomous and independently chartered and is funded by the private sector. It strives to
attract faculty of outstanding talent and ability to provide students a supporting and enabling
environment. It hopes to produce graduates who distinguish themselves by their professional
competence, humanistic outlook, and ethical rectitude, pragmatic approach to problem-
solving, and organizational and managerial skills. Given these attributes, they should be able
to respond adequately to the needs of Pakistan and be the vanguard of their techno-industrial
transformation.
1.1.1 Faculties of the Institute
The GIK Institute has following five faculties and one department:
 Faculty of Computer Science and Engineering (FCSE)
 Faculty of Electronic Engineering (FEE)
 Faculty of Engineering Sciences (FES)
 Faculty of Mechanical Engineering (FME)
 Faculty of Material Science and Engineering (FMSE)
 Department of Management Sciences and Humanities
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A total number of 4143 undergraduate students, 327 MS students and 55 PhD students have
so far graduated from the GIK Institute since its inception. Current student enrolment of the
Institute in all programs is 1522 BS students (1418 males and 104 females), 89 MS students
(68 males and 21 females), and 16 PhD students (13 males and 03 females). The details of
year-wise graduates produced by GIK Institute is given in the following Table 1.1, which
uses the following abbreviations.
CS Computer Science
CSW Computer Software
ES Engineering Science
IF Energy System Engineering (Inter-Faculty)
ME Mechanical Engineering
MSE Material Science and Engineering
Table 1.1: Details of Total Graduates of all Programs.
S.
Bachelors of Science Graduates
No
Discipline/Calendar Year CS CSW EE ES IF ME MSE Total
1 1997 25 - 35 - 26 13 99
2 1998 31 - 31 3 - 21 8 94
3 1999 40 - 59 - - 33 10 142
4 2000 66 - 69 8 - 46 10 199
5 2001 47 - 40 7 - 29 4 127
6 2002 38 - 38 17 - 27 15 135
7 2003 52 - 59 12 - 18 6 147
8 2004 62 - 58 21 - 19 5 165
9 2005 47 - 56 18 - 45 17 183
10 2006 47 - 56 20 - 51 22 196
11 2007 20 15 52 19 - 46 23 175
12 2008 23 12 65 16 - 49 24 189
13 2009 28 26 72 35 - 55 21 237
14 2010 44 23 78 35 - 61 31 272
15 2011 35 28 84 42 - 68 40 297
16 2012 32 25 54 29 - 63 45 248
17 2013 24 26 69 36 - 77 33 265
18 2014 41 21 76 37 - 84 43 304
19 2015 57 27 73 46 - 89 41 333
20 2016 24 23 84 31 - 109 41 340
21 Total 783 226 1208 432 - 1015 451 4143
S. No Master of Science Graduates
1 2003 12 - 5 - - 1 1 19
2 2004 5 - 5 4 - 4 4 22
3 2005 1 - 5 4 - 7 4 21
4 2006 16 - 8 11 - 2 3 40
5 2007 11 - 5 6 - 3 4 29
6 2008 6 - 7 2 - 3 3 21
7 2009 5 - 10 7 - 4 3 29
8 2010 4 - 8 4 - 4 - 20
9 2011 - - 4 1 - 2 2 9
10 2012 3 - 8 2 - 4 4 21
11 2013 3 - 6 3 - 1 1 14
12 2014 8 8 2 3 3 6 30
13 2015 3 - 11 3 3 - 9 29
14 2016 6 7 3 - 5 - 21
15 Total 83 - 97 52 6 43 44 327
S. No Doctor of Philosophy Graduates
1 2005 - - 1 - - - - 1
2 2006 2 - - 1 - 2 - 5
3 2007 2 - - 2 - - 1 5
4 2008 - - 1 - - - - 1
5 2009 - - 1 4 - 1 - 6
6 2010 1 - - 3 - - - 4
7 2011 2 - 1 7 - 2 1 13
8 2012 - - 1 3 - 1 2 7
9 2013 - - 1 - - 1 2
10 2014 1 - - 5 - 3 9
11 2015 1 - 1 - - - 2
12 2016 - - - - - - 0
13 Total 9 - 7 25 6 8 55
1.1.2 Institute Organization and Management
The Organogram of GIK Institute is shown in Figure 1.1.
Figure 1.1. GIK Institute Hierarchy

1.1.3 GIK Institute Ranking among Engineering Institutes by HEC
Ghulam Ishaq Khan Institute of Engineering Sciences and Technology, Topi emerged on the third place in
Engineering Category by HEC Ranking for year 2015. Among the private engineering institutes, GIK
Institute has retained its third position in HEIs Ranking – 2015.
1.1.4 Technical and Societal Activities
Apart from its outstanding academic programs, GIK Institute is also known for the versatility
and vibrancy of its extra-curricular activities. All of these activities are student-organized. At
present, GIK Institute has more than 20 student societies providing the students with various
opportunities to indulge in their aesthetic interests and gain experience of working in a
professional environment. The GIK Institute regularly publishes its activities in newsletters
and holds convocation, industrial open-house and induction ceremony regularly each year.
1.2 FACUTLY OF ELECTRONIC ENGINEERING
The Faculty of Electronic Engineering (FEE) is one of the five faculties of the GIK Institute.
By spring 2014, FEE has produced more than 1400 electronic engineers. The FEE has a rich
record of academic achievements which is manifested by commitment to excellence in
teaching, and pursuance of high quality research as evidenced by a large number of
publications. FEE was established in 1993. It offers the following programs:
 BS Electronic Engineering (Electronics)
 BS Electronic Engineering (Power)
 MS Electronic Engineering (Electronics)
 PhD Electronic Engineering (Electronics)
4
A total number of 1208 undergraduate students, 97 MS students and 7 PhD students have so
far graduated from the FEE since its inception. Current student enrolment of the FEE is 426
BS, 22 MS and 3 PhD students. The total graduates produced by FEE is presented in Table
1.2.
Table 1.2: Total Number of Graduate Produced by FEE

S. No FEE STUDENTS
Discipline/Calendar Year BS MS PhD Total
1 1997 35 0 0 35
2 1998 31 0 0 31
3 1999 59 0 0 59
4 2000 69 0 0 69
5 2001 40 0 0 40
6 2002 38 0 0 38
7 2003 59 5 0 64
8 2004 58 5 0 63
9 2005 56 5 1 62
10 2006 56 8 - 64
11 2007 52 5 - 57
12 2008 65 7 1 73
13 2009 72 10 1 83
14 2010 78 8 - 86
15 2011 84 4 1 89
16 2012 54 8 1 63
17 2013 69 6 1 76
18 2014 76 8 - 84
19 2015 73 11 1 84
20 2016 84 7 - 91
21 Total 1208 97 7 1312
1.2.1 BS Electronic Engineering Program

Electronic engineering is a challenging, rewarding, and highly respected profession. It is
recognized among the broadest engineering disciplines, encompassing a wide variety of
engineering fields and many specialties. In general, electronic engineers are employed in a
wide range of technical areas including power generation, microelectronics,
5
telecommunication, signal processing, and control. Previously, the program has been offered
as BS Electronic Engineering, but effective student intake of 2015, the program has been
changed to BS Electrical Engineering with two specializations in electronics and power.
The electronic engineering program has the following main thrust areas:
I. Communication and Digital Signal Processing

II. Microelectronics and ASIC Design
III. Electric Power and Control System.
The FEE has state-of-the-art labs for its undergraduate program. Its lecture halls, labs and
offices, all are centrally air-conditioned to provide a peaceful learning environment.
1.2.2 Accreditation History
Electronic engineering program of FEE is accredited by the Pakistan Engineering Council. A

brief accreditation history of the program is given in Table 1.3.
Table 1.3: History of Accreditation of the Program.

Student Batches
S. No Event Comments
Accredited
Accreditation by Intakes from 1993 to
1 Accreditation granted
PEC 2012
Accreditation Expected visit by the
2 application in Intake of 2013-onward PEC in current
progress academic year
1.2.3 Shining Stars of FEE
 In April 2015, Dr. Faisal Kashif (an FEE alumnus) won MIT’s Helen Carr Peake
research prize for his doctoral thesis in the field of biomedical engineering. He has
also presented his findings at two major international conferences, American
Heart Association’s Stroke 2010 in US, and ICP 2010 in Germany. His research
work was also declared as “Most Innovative Research” at the Innovation Congress
2009, Boston, US. In 2000, he was awarded two Gold Medals at GIK Institute and
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won four years HEC’s overseas scholarships as he was accepted for the doctorate
program at MIT.
 Mr. Suleman Bilal Kazi (GY, 2014) got fully-funded MS scholarship at Stanford
University, USA.
 Ms. Wardah Inam (GY, 2010) got fully-funded scholarship for MS leading to PhD
program at MIT, USA.
 Mr. Usama-bin-Naseem (GY, 2011) in Harvard Business School
1.2.4 Major Achievements of FEE Students
FEE has the honor of securing 19 out of a total 22 Ghulam Ishaq Khan gold medals since
1997. In addition, FEE has the honor of securing 18 out of a total 23 Quaid-e- Azam gold
medals. A complete report of FEE Students achievements is summarized in Table 1.4
Table 1.4: Major Achievements of FEE Students
S. No Name Year Award

Selected in Coca-Cola’s Global Business Institute
Scholarship Program at Indiana University.
1 Mr. Omer Rizwan 2014 Represent Pakistan at the United States Chamber
of Commerce in Washington DC (sixth from the
left in the picture shown in fig 1.3.).
Mr. Suleman Recipients of the 12th Teradata Excellence in IT
2 2014
Bilal Kazi Awards (fifth from right in the Figure 1.4).
Participated in National University Technology
Group of Six
3 2014 Competition Organized by National University of
Students
Computer and Emerging Sciences (FAST-NU).
Best Group/Team Award at the Youth Summit
4 FEE Students 2014 2014- IT and Engineering Exhibition and
Competition.
Mr. M. Usman
Sardar (FEE, 3rd
Year), Mr. M.
Faizan Baloch Won 1st position in Project Exhibition of National
(FEE, 3rd Year), Optics Convention-2014, organized by
4 2014
Mr. 2nd Year), International Society for Optics and Photonics
Ms. Mahnoor (SPIE).
Zafar (FEE, 2nd
Year), and three
FME Students
Best Student Volunteer Award by IEEE Islamabad
5 Mr. Ahmed Zia 2013
Section.
Won National Microsoft Imagine Cup and only
Team of FEE and
6 2013 Team from Pakistan Selected for the Microsoft
FCS Students
Imagine Cup International.
7
Team of Students
First position in Shell Eco Marathon held at
7 from FEE, FME, 2013
NUST, Pakistan.
and FMSE
Team of FEE and Won Best Engineering Design Award in National
8 2013
FCS Students Engineering and Robotic Competition (NERC).
Team of FEE
9 2013 Won Gold Medal in PTCL Experia Program.
Students
Team of FEE Won innovation award in the Innovation Summit
10 2013
Students organized by Institute of Research Promotion.
IEEE GIKI
11 2013 Best IEEE Branch Award of IEEE Pakistan.
Students
Mr. Junaid Bin Won First Position in Essay Writing Competition
12 2014
Masood, Organized by CCP Pakistan.
Team of FEE and 4th Position in Engineering Design Award in
13 2012
FME Students NERC, Pakistan.
Team of FEE and Represented Pakistan in International Shell Eco
14 2012
FME Students Marathon 2012 held in Malaysia.
Team of FEE Secured first position in IEEE All Pakistan
15 2012
Students automated line following robotic competition.
City School Debating Championship Led by FEE
16 FEE Students 2013
Students GIKI.
Three FEE FYP Received National ICT R&D Grant for Final
17 2015
GROUPS Year Project.
Best Prize in National Debating Competition held
at FAST Islamabad.
19 FEE Students 2011 Secured 3rd Position in EME Olympiad Robothon.
Represented Pakistan in International RoboCup
Iran and Qualified for Finals in Singapore..
representatives of Pakistan in International Robo
Cup (Austria).
Figure 1.3. Achievement in Coca-Cola scholarship program in Indiana University, USA,

2014.
8
Figure 1.4. Picture showing winners of Excellence IT award with the chief guest.
1.2.5 Major Achievements of FEE Alumni
Several achievements are achieved by FEE alumni. The prominent alumni are shown
in Table 1.5. The alumni placement in international environment is shown in Figure
1.5.
Table 1.5: Electronic Engineering Alumni – Our Pride
Country
Graduating
S. No Names Company Designation of
Year
Posting
Agha Khan Trainee
1 Zeeshan Nazir Ahmad 2013 Rural Support Electrical Pakistan
Program Engineer
Process
Procter & Engineer -
2 Abdul Basit Shams 2006 Gamble Site Utilities Pakistan
Pakistan and Glycerin
Operation
Nokia Core
3 Rohma Arif 2004 Siemens Network Australia
Network Consultant
Siemens Category
4 Noman Ali 2003 Limited Saudi Manager – KSA
Arabia Industrial
Country
Manager &
5 Rao M. Amir Sultan 2002 Motorola Dir Bus Dev UAE
Africa &
Pakistan
9
UMK
6 Usman Masood Khan 2000 Consulting President Canada
Inc.
Member of
7 Rafae Ahmed Bhatti 2000 Oracle Technical USA
Staff
Software
Microsoft
8 Muhammad Ali Baig 1999 Development USA
Corporation
Engineer
Digital
Texas
9 Khawar Azad 1998 design USA
Instruments
Engineer
Solution
10 Haseeb Sarwar 1997 Cisco System USA
Architect
.
Figure 1.5 Electronic Engineering Alumni.
Figure 1.6 Job Placement of Alumni
10
1.3 CONVERSION TO OUTCOME BASED EDUCATION (OBE) SYSTEM
In year 2014, GIK Institute realized the dire need to shift educational paradigm from
teaching- oriented to learning-oriented system. Consequently, a decision was made to adopt
OBE system and the decision was implemented by each faculty. Accordingly, the
Accreditation Manual-2014 was carefully studied and necessary actions have been taken for
this transformation.
1.3.1 Faculty Training on OBE
Several trainings have been conducted to train faculty members and lab engineers of FEE on
adoption of OBE. Details of these activities have been presented in Table 1.6.
Table 1.6: Training of FEE Faculty on OBE
S. No Faculty Member Date and Venue Agenda

One day Workshop about
Dr. Muhammad February 2014
1 Implementing OBA and Preparing
Akbar PEC HQ, Islamabad
for Program Accreditation
August, 2014 Seminar about SAR and Conduct of
2 Dr. Nisar Ahmed
PEC HQ, Islamabad Accreditation Visit
Dr. Nisar Ahmed
November, 2014 Three days’ Workshop on OBA
and
3 HEC in collaboration System of Accreditation for PEC
Dr. Muhammad
with PEC, Islamabad Program Evaluators
Akbar
March, 2015
Two days’ Workshop on Objective
QAA, HEC in
4 Dr. Nisar Ahmed Based Education and Assessment
collaboration with
System of Accreditation
PEC, Islamabad
Dr. Nisar Ahmed, August, 2015
One day seminar on Developing a
Dr. Husnul Maab, Indus Uni. Karachi in
5 Systematic Internal Quality
Mr. Muhammad collaboration with
Assurance System
Ahsan Saeed HEC, Karachi
Dr. Farrah Fayyaz,
October, 2015 Two days’ International workshop
6 Mr. M. Ahsan
UET Peshawar on OBE
Saeed,
11
Mr. Abdul Basit
Zia
Dr. Nisar Ahmed,
September, 2016 One day workshop titled Outcome
7 Dr. Muhammad
PEC, HQ, Islamabad Based Education System
Akbar
One day OBE training session by Dr.
FEE Faculty January, 2016 Abul Fazal Arif –ABET
8
Members GIK Institute Commissioner KFUPM , Dhahran,
Saudi Arabia
Dr. Muhammad
Akbar,
Dr Zia ul Haq, How to write PEOs and PLOs OBE
9 PEC HQ, 2016
Dr Farrah Fayyaz, Workshop
Mr.Attique ur
Rehman
One day workshop for program
10 Dr Nisar Ahmed PEC HQ, 2016
evaluator.
1.3.2 Gap Analysis
For implementation of the OBE system, various measures are taken by the faculty to identify
gaps in the existing system. For smooth transition from conventional system to OBE system,
the gap analysis was carried out, as described in Table 1.7.
Table 1.7 : Gap Analysis
S. No Gap analysis Measures taken

There was requirement to redefine PEOs are revised which are now in line with
program educational objectives institute’s vision and mission and meets the
(PEOs) to be in line with institute’s requirements of stakeholders. Revision was
1
vision and mission made in consultation with Dean, FEE,
Faculty Study Board, Pro-rector (A) and
QEC.
There was a need to redefine and The twelve PLOs have been adopted as per
revise program learning outcomes guidelines of PEC manual of accreditation
2
(PLOs) and to bring these in line with 2014, encompassing the mission and PEOs
the program mission and PEOs of the program.
There was a need to modify course Course outlines are modified to make them
outlines for broad mapping and in line with the requirements of OBE
3
ensuring attainment of PLOs system. Various training sessions were held
including suitable teaching and to enable faculty members to understand
12
assessment methods Course Learning Outcomes (CLOs) and
assessment methods.
There was a need to identify and All course/lab outlines are revised and
incorporate Bloom’s Taxonomy updated to incorporate Bloom’s Taxonomy
4 levels properly in course/lab outlines levels with proper representation of
cognitive, psychomotor and affective
domains.
Input from stakeholders need revision Survey forms for alumni, graduating batch
and employers are revised and updated after
5
comprehensive discussion with Dean,
Faculty Study Board and QEC.
Rubric based evaluation was not Comprehensive rubrics are designed and
6
practiced in labs/projects implemented in labs and project evaluation.
All lab engineers evaluating previous Numerous presentations and workshops are
labs with traditional method not with conducted to train lab engineers as well
7
OBE. There was a need to further faculty members about OBE.
train them on OBE
1.3.3 Activities of FEE on OBE (2015-16)
Faculty of Electronic Engineering has conducted several meetings to discuss for adoption of
OBE. Various committees are constituted and tasks are assigned for implementation of OBE.
The details of these activities are presented in Table 1.8.
Table 1.8 : Activities of FEE on OBE

S.
Date Agenda
No.
1 September, 2014 Discussion on Developing survey forms for PEOs.
Discussion on Writing the PEOs of Electronic Engineering

2 November, 2014
program
Discussion on SAR Preparation for BS Electronic Engineering
3 December, 2014
Program.
4 September, 2015 Discussion on Survey Form, Graduating Students, Alumni
Discussion on Learning Management System (LMS), Analysis

5 March, 2015 and Revision phase of the SAR, Planning to submit SAR to Pro-
Rector, and update the multimedia and furniture in the faculty
6 Final Exam, Pre-finals, BoS Formation, Courses and Lab
May, 2015
folders, summer courses:
7 June, 2015 General discussion and update for review of SAR for FEE.
8 October, 2015 Mapping of the PEOs with Faculty Mission.
13
9 October, 2016 Discussion on Health and Safety requirement update
Discussion on Fire Extinguishers and First Aid box placement

10 December, 2016
in faculties.
11 December, 2016 Review of administrative facilities of the Institute.
Visit of Prof. Dr. Abul Fazal Arif, KFUPM KSA, ABET
12 January, 2016 Commissioner. Deans appreciated workshop he presented on
OBE
Current Semester Update
Filling up of AP-I form by 31-03-2016.
Faculty Work load.
Grant Thorton Report- Feedback from FEE.
13 March, 2016
Industrial Open House-7th and 8th April.
Fall-2015 semester, Feedback for CQI
Fall-2015 semester, CLOs, PLOs attainment sheet by 31-03-
2016.
Course and Labs Folders update for Fall semesters.
Current Semester Update
Pre-final: Display Date (attendance, Mid, Quiz, Assignment,
Project).
Final Exam Spring 2016: Security, Duties, CLOs missing.
Fall-2015 semester: CLOs, PLOs attainment sheet, Course and
14 Labs folders update.
April, 2016
Spring 2016 result: Grading and CLOs, PLOs sheet, (For PEC
visit).
Summer Semester Courses/Workshop/Seminar.
Budget 2015-16 and BoS in Summer.
Web update and Attendance initial.
How to review CLOs and their mapping with PLOs with

15 August, 2016
reference to Bloom’s Taxonomy
Discussion on Topics of CLOs and PLOs, Individual
16 September, 2016 Cumulative PLOs, OBE based Transcript, and Cohort
Cumulative PLO
How to check, maintain, and improve a course file from the
17 September, 2016 instructor point of view
18 September, 2016 Review of CLOs
14
1.3.4 Academic Council Meetings
For implementation of OBE, various issues are discussed in Academic council. Curriculum of
different faculties are reviewed. The Minutes of Academic Council for the implementation of
OBE system are listed in Table 1.9.
Table 1.9: Academic Council Meetings
Review of faculties curriculum,

Benchmarking of undergraduate programs
1 2016 March
with foreign universities as per requirement
of OBE.
Minutes of the Meeting of the Academic
2 2015 April
Council Review of revised Curriculum
3 2015 April Council
Review of Revised Curriculum
Council Review of eligibility criteria for
BS Degree Programs,
4 2014 March
Curriculum review and inclusion of
courses, QEC, Academic
Rules and regulations.
1.3.5 International workshop on Outcome based Education/Assessment (OBE/OBA)
An international workshop on Outcome Based Education (OBE) and advisory visit by Prof.
Dr. Abul Fazal Arif, KFUPM-KSA was organized by QEC team at GIK Institute from
January 13 - 15, 2016. A step-wise development of a functional assessment process was
discussed in the workshop. Moreover, short visits of various engineering programs offered by
GIK Institute were conducted by the expert along with the QEC team.
Figure 1.7. QEC Team at GIK Institute.
15
1.4 QUALITY MANAGEMENT SYSTEM
There are several responsible bodies at GIK Institute to observe, develop and improve its
programs through the Quality Management System (QMS). It includes Faculty Study Board,
Academic Council, Quality Enhancement Cell, FEE Board of Studies and International
Advisory Board, as shown in Figure 1.8.
Figure 1.8. Quality Management System.
The duties and working of these bodies are given in the following section.
1.4.1 Faculty Study Board (FSB)

Faculty Study Board (FSB) constitutes all faculty members of FEE. Meeting of the FSB is
called twice in a semester or it can also be called any time during semester on request of
Dean, FEE. All matters including student’s exam, discipline, attendance, results, withdrawals,
suspension, curriculum review and other issues regarding faculty are discussed in the
meeting.
1.4.2 Academic Council (AC)
Academic Council approves the decisions taken at FSB level of each faculty for updating
curriculum and its incorporation in the relevant academic program at the Institute level.
1.4.3 Quality Enhancement Cell (QEC)
The Quality Enhancement Cell (QEC) was established in 2008 at the GIK Institute. The cell
works under the direct supervision of Pro-Reactor (Academic) and implements policies for
16
quality assurance at the institute. The internal quality assurance procedures and processes of
teaching, learning assessment are in line with the HEC’s quality assurance guidelines. The
cell is responsible to undertake assignments of; data analysis, provide support in compilation
of self-assessment reports (SARs), Program Teams and Assessment Teams meetings,
seminars on quality assurance and to create awareness, impart training for quality teaching
and education. The QEC has completed SARs of all undergraduate programs in the first cycle
and adopted the implementation plan for continuous quality improvement. The cell has
improved the internal quality assurance on Outcome Based Education (OBE).
The vision of QEC it to provide education at the highest standards of quality by employing
best framework recommended by HEC and PEC to meet international standards. The detail of
QEC is given in Chapter 9.
1.4.4 International Advisory Board
The founding fathers of the Institute were conscious of the fact that in spite of all the idealism
one may have, new institutions tend to regress towards the existing models and fail thereby to
live up to the ideals which inspired their creation. They therefore took care to build
monitoring mechanism to maintain the Institute's standards of education and research. One
such device is the International Advisory Board consisting of leading scientists, engineers,
and academicians of international standing. The Board sets up international standards for the
Institute in terms of the quality of education and research, the caliber of faculty, revision and
review of the curricula, and the adequacy of the laboratory and library facilities. The present
International Advisory Board of Faculty of Electrical Engineering comprises the following
members:
Kamran Iqbal
Department of Systems Engineering
University of Arkansas at Little Rock, Little Rock, AR, USA
Costas Constantinou
Reader in Communications Engineering
School of Electronic, Electrical and Computer Engineering
University of Birmingham, Edgbaston, UK
Muhammad Suhail Zubairy
Department of Physics
Texas A&M University, College Station TX, USA
17
1.4.5 FEE Board of Studies (BoS)
A meeting of BoS was held to review the activities of existing curriculum of FEE to bring the
curriculum at par with the international trends and standards, minor changes were suggested in the
meeting and were incorporated in the graduate and undergraduate programs.
Electronic Stream
i- Prof. Dr. Noor Muhammad (Department of Electronic Engineering, MAJU,
Islamabad.
ii- Prof. Dr. Shahid Khattak (CIIT Islamabad)
iii- Dr. Raza Samar (NESCOM, Islamabad)
Power Stream
i- Prof. Dr. Abdul Khaliq (President, Center for Advance Studies in Engineering,
Islamabad)
ii- Dr. M. Asghar Saqib,( UET Lahore)
iii- Dr. Rana Abdul Jabbar Khan (Chief Executive, IESCO, Islamabad)
1.4.6 Industrial Advisory Board
The Industrial Advisory Board has been recently constituted at the Institute level headed by
the Pro-Rector (Academics), Deans of faculties and two industrial representatives from the
specialization related to each faculty. The Board’s advice to the GIK Institute on current and
future technological trends will help develop curricula that reflect employers’ needs. The
proposed Term of References for this Board are:
 The key purpose of the Industrial Advisory Board is to evaluate and validate the
curriculum so it meets the needs of national and international industrial.
 The Board will periodically (preferably once in a year) review and assess program
educational objectives and its outcomes.
 The Board will provide recommendations for the improvement of curriculum,
laboratories, equipment, and other resources of the degree programs.
 The Board will provide assistance in identifying research and employment
opportunities for graduates.
 The Board will work at following two levels
o Feedback on curriculum, program educational objectives, and learning
outcomes.
o Verification of programs’ facilities for compliance with the committee’s
feedback.
18
1.5 OBE IMPLEMENTATION SYSTEM
GIK Institute’s vision and mission and attainment of PEOs are monitored continuously
through OBE implementation process. It involves different bodies and stakeholders (alumni,
employers and graduating batch students) for the improvement of the program.
Mission and Vision statements clearly communicate and reflect the ultimate purpose of the
Institute. The statements are approved by the Board of Governors and reviewed regularly by
the concerned authority and stakeholders. The following members are involved in the writing
of the mission statement:
 SOPREST
 Rector
 Pro-Rectors
 Deans
 Faculty Members
Vision and Mission are also communicated through various channels like the website,
prospectus and faculty posters. GIK Institute is committed to providing a personalized
student experience within a collegial learning community dedicated to creativity, innovation
and excellence in teaching, research and scholarly activities. This is our vision, and a key part
of the mission statement. Therefore, our faculty, students, alumni, and staff attempt to
achieve these objectives. The vision and mission statement of GIK Institute are given in
Chapter 1 of this report.
(a) Program Educational Objectives (PEOs)

The PEOs are formulated on the feedback of faculty members, alumni and industry
employers. The PEOs are published in the prospectus and are available at faculty section of
the GIK Institute’s website (http://www.giki.edu.pk/FEE). The implementation of the OBE
system for the PEOs is discussed below.
Design/Planning: In planning phase of this cycle, initially the most essential thing is to
design Institute’s vision and mission and then communicate it through proper channel to all
concerned to design PEOs. Once they are defined, program specifications are planned and
program objectives are formulated in accordance to these specifications. In the design
process, IAB, AC, FSB and QEC are also involved.
19
Assessment: Assessment of PEOs is carried out through feedback from employers and the
Alumni (> 5 years). In this phase, program educational objectives are assessed through these
surveys every year.
Analysis and Evaluation: Based on the analysis of the feedbacks of employers and alumni,
the curriculum review report is performed. The results of this assessment are compared with
the already defined PEOs and any difference found is analyzed and report is written to start
the revision process of PEOs.
Revision: If required, PEOs are reviewed taking feedback from Industrial Advisory Board
and corrective action plan against the recommendation is prepared and implemented which is
later followed up by the QEC. The complete CQI cycle for PEOs is given in Chapter 9.
(b) Program Learning Outcomes (PLOs)

The defined Program Outcomes are linked to the Program Objectives. PLOs are published in
the prospectus and are available at Faculty section of the GIK Institute’s website
(www.giki.edu.pk/FEE). PLOs were established after various sessions and meetings held by
Pro Rector (A) on OBE and OBA with the faculty members and the concerned stakeholders.
Design/Planning: Program learning outcomes are defined and aligned with the mission and
vision of GIK Institute by concerned faculty. Planning of PLOs incorporates designing and
formulating an entire framework of curriculum that focuses on the thrust areas of a faculty.
Moreover, it is ensured that broader PEC/HEC guidelines are met while planning and
designing the program learning outcomes. At the time of introducing a new program, a zero
visit (if required) is conducted by the PEC in which it is determined whether the program
specifications are being met or not.
Assessment: The assessment of the Program-level outcomes is a mean to communicate to the

faculty regarding how their program is assessed with the aim and objective to promote
student learning. Indirect assessment of the designed PLOs is done through the feedback
obtained from the graduates’ survey. Both indirect and direct assessment approaches are used
to demonstrate the achievement of outcomes.
Analysis: Analysis of the PLOs is done through the internship reports, PLOs report, survey
report and grade report. These reports help to scrutinize the level of achievement of the
program- level learning outcomes. Grade reports reveal “what process students learn”.
20
Survey reports help to identify the loopholes in the student learning areas. Internship
assessment reports on the other hand, reveal the level of performance and understanding of
students.
Revision: In this phase, the gaps are identified in the reports and corrective action plan is
recommended by the OBE committee which is then reviewed and implemented to overcome
the shortcomings in student learning. If required, curriculum revision takes place through
GIK Institute’s academic council. The complete cycle for CQI of PLO is given in Chapter 9.
(c) Course Learning Objectives (CLOs)
CLOs of a given course are created by the concerned Instructor under the supervision of
respective faculty with the approval of Dean FEE. Mapping of PLOs to CLOs is done by
course instructors who are beforehand provided PLOs of the BS (EE) program.
Design/Planning: In planning phase, initially course plan is designed by incorporating

objectives, course contents, weekly lecture plans, text/ reference books. Six levels of Bloom’s
Taxonomy are defined as: evaluation, synthesis, analysis, application, comprehension and
knowledge. Later on, meaningful teaching assessment plan for CLOs is designed which
incorporates exams, quizzes, assignments and projects.
Assessment: During assessment phase, CLOs that were defined in the planning phase are
assessed using direct assessment method in which evaluation is done both through the
quizzes, assignments, exams and projects. For more effective outcomes, it is necessary to
adjust teaching and learning process. Therefore, assessment of teaching a course is done
through course and teacher evaluations. QEC office is involved in reporting evaluation once
grading is shared.
Analysis: Analysis of CLOs includes an examination of the course contents and the learning
outcomes which is carried out through students’ evaluation. CLOs are examined closely
through the analysis of the grades.
Revision: Once course learning outcomes are analyzed, course is then reviewed by the OBE
committee to identify any loopholes or weak areas. Mentoring, counseling and advisory
services are also covered in this phase. In addition to academic follow-up, a student wellness
counselor is also actively involved in student stress management and other such issues. The
complete CQI for CLOs is discussed in Chapter 9.
21
Figure 1.9. OBE System and Implementation Process for the Program.
22
2 CHAPTER 2 PROGRAM EDUCATIONAL OBJECTIVES
(PEOs)
In this chapter, the GIK Institute’s vision, its mission and mission of the FEE are highlighted.
The program educational objectives are mapped and co-related with the GIK Institute’s
vision and mission. Additionally, the processes in place to evaluate achievement of PEOs are
also described.
2.1 VISION AND MISSION
2.1.1 Institute Vision
“The Institute aspires for the leadership role in pursuit of excellence in engineering, sciences
and technology.”
2.1.2 Institute Mission
“The Institute is to provide excellent teaching and research environment to produce

graduates who distinguish themselves by their professional competence, research,
entrepreneurship, humanistic outlook, ethical rectitude, pragmatic approach to problem
solving, managerial skills and ability to respond to the challenge of socio-economic
development to serve as the vanguard of techno-industrial transformation of the society.”
2.1.3 Faculty Mission
“The Faculty of Electronic Engineering is to produce graduates equipped with broad and in-
depth knowledge and relevant skills to present effective socio-economical solutions for
complex problems.”
2.2 PROGRAM EDUCATIONAL OBJECTIVES (PEOs)
The Faculty of Electrical Engineering at GIK Institute has formulated the Program
Educational Objectives (PEOs) using feedback from the stake-holders. There are four PEOs
for the EE program. These PEOs are published in the prospectus, student’s handbook, and are
also available at the faculty section of the GIK Institute’s website (www.giki.edu.pk/FEE).
The four PEOs of FEE are stated as follows:
Our graduates will
23
PEO-1. Contribute in research, design, and development work
PEO-2. Provide sustainable solutions for complex engineering problems by utilizing and
updating knowledge and skills
PEO-3. Follow ethical, societal, and environmental aspects while undertaking an engineering
task; individually or in a team
PEO-4. Demonstrate leadership, communication, and managerial skills
A number of seminars and meetings were conducted by the Dean of FEE and Pro-Rector
(Academics) with the faculty on introduction and awareness of the PEOs and PLOs. Minutes
24
2.4 PROCESS TO EVALUATE ACHIEVEMENTS OF PEOs
The PEOs are evaluated using surveys which consist of data collected through the alumni and
employer surveys. PEOs are also verified using the alumni directory which give information
about the alumnus professions and recent activities. The alumni directory is also updated
annually by QEC office. KPIs and measurement sources for achievements of the PEOs are
shown in Table 2.2. Alumni and employers surveys are conducted annually. The findings of
these surveys are recorded by the QEC office. These surveys can also be helpful in review of
curriculum by stake-holders. Detailed survey to evaluate KPIs for PEOs is given in Annex R.
TABLE 2.2. KPI AND MEASURMENT SOURCES FOR PEOs .

Program Key Performance
Measurement Sources
Objectives Indicators (KPIs)
65 % graduates would be employed in the

Alumni survey
industry.
PEO-1
15 % graduates would be involved in design
Alumni survey
projects.
70 % employers would be agreeing PEO-1 M
25
Lab Assessment: Control Systems Lab
The example of a 300 level laboratory is demonstrated in the following lab outline and tables.
The laboratory is EE341L titled “Control System Lab.” The laboratory outline begins with
instructor details, followed by lab objectives, contents and experiments. The next section
highlights the mapping of CLOs and PLOs followed by the mechanism for attainment of
CLOs. The last section is about the grading policy along with respective percentages.
EE341- Control Systems Lab (1 Credit Hours)

Pre-Requisite: Signals and Systems (EE351)
Instructor: Mr. Adnan Jafar
Office # G-24 FEE, GIKI
Email: gee1503@giki.edu.pk
Office Hours: 11am ~ 1pm
Lab Introduction
This lab is aimed to teach the students about Programmable Logic Controller (PLC’s) and design of different control
systems using different tools on MATLAB. The lab is to provide students with experience related to programming and
working of different applications of PLC’s. Also the students are prepared to design and understand different control
systems by analyzing the given system on MATLAB.
Lab Contents
 Introduction, function blocks (bit operands, timer, compare, move word, arithmetic
instructions and ADC/DAC).
 Temperature control module, water level control system, traffic light
module, conveyor belt control, elevator control system.
 MATLAB: Introduction to Control System toolbox, System Response, Simulink, Feedback
Systems, Stability Analysis and Root Locus Design.
 Applications of Control Systems: Twin Rotor, Magnetic Levitation, Inverted Pendulum of
Feedback Company.
Mapping of CLOs & PLOs
CLOs, Course Learning Outcomes PLOs Blooms Taxonomy
CLO-1 To display expertise in using relevant PLO-5 P-3 (Guided
(Apparatus usage) equipment/software in an experiment Response)
CLO-2 To measure the experimental data within the PLO-5 P-4 (Mechanism)
(Data acquisition) expected range of values
CLO-3 To analyze the acquired data as per the PLO-4 C-4 (Analysis)
(Data interpretation) relevant theory
CLO-4 To develop solutions that meet specified PLO-3 C-5 (Synthesis)
(Design) needs for an engineering problem at hand
CLO-5 To justify time and resource allocation to PLO- A-3 (Valuing)
(Project complete the assigned task 11
management)
CLO-6 To explain key concepts of related lab PLO-9 C-2 (Comprehension)
(Viva) experiment/project
CLO-7 To display active team participation PLO-9 C-2 (Comprehension)
(Team Work)
CLO-8 To follow lab timings as per instructions PLO-8 A-3 (Valuing)
(Punctuality)
45
CLOs Assessment Mechanism
Assessment CLO- CLO- CLO- CLO-

CLO-1 CLO-2 CLO-3 CLO-4
Tools 5 6 7 8
Lab 70% 70% 70% 50% 0% 0% 0% 100%
performance
Junior Year 0% 0% 0% 0% 100% 100% 100% 0%
Robotic
Competition
Midterm 10% 10% 10% 20% 0% 0% 0% 0%
Examination
Final 20% 20% 20% 30% 0% 0% 0% 0%
Examination
Overall Grading Policy
Assessment Tools Percentage

Lab Performance 45%
JYRC 15%
Midterm Examination 20%
Final Examination 30%
Text and Reference Books
 Lab Manual available at Institute Book Shop

 Experiment Manual for Programmable Logic Control Trainer, IT-224XP, INFINIT
TECHNOLOGIES, CANADA
 Control Systems Engineering, 4th Edition by Norman S. Nise.
Administrative Instruction
 According to institute policy, 80% attendance is mandatory to appear in the final examination
 A grade will be deducted on every absentee. Approved leaves will not be considered towards
attendance.
 Every student should bring calculator and manual in each lab.
 In any case there will be no rescheduling and makeup of labs.
 Title and Group members for course project should be submitted by 9th week of lab.
 Group members for the major project should be submitted by 2nd week of lab.
 For queries, kindly follow the office hours in order to avoid any inconvenience.
Lab Experiments
Lab 01: Introduction to PLC S224XP

Lab 02: Function Blocks for Timers and Compare
Lab 03: Move Word, Arithmetic Instructions and ADC/DAC
Lab 04: Temperature and Water Level Control
Lab 05: Traffic Light and Conveyor Control
Lab 06: Elevator Control System
Lab 07: Simulink
Lab 08: Simulink
Lab 09: Feedback System Simulation
Lab 10: Stability Analysis on Root Locus Plots
Lab 11: Root Locus Design
Lab 12: Frequency Response Characteristics
Lab 13: Open Ended Lab
Lab 14: Lab/Course Project
46
3.8 APPLICATION OF ASSESSMENT RESULTS FOR PROGRAM
IMPROVEMENT
The results of each CLO and PLO assessment is used for CQI and for more detail of this
process, please refer to Chapter 9 (CQI).
3.9 DEMONSTRATION OF ACHIEVEMENT OF PLOs
Materials including student work and other evidences that demonstrate achievement of the
PLOs and CLOs are displayed in the exhibit room of FEE at GIK Institute.
As evidence, each instructor is required to maintain a course file of the taught course each
semester. The course file shall contains the following information/data.
 Two page course outline (listing instructor name, books, CLOs, list of lectures/Lab
experiments, grading policy … etc…)
 OBE result sheet
 Course feedback form
 Attendance summary
 Detailed grade sheet listing marks for each activity
 Grade award list
 Lectures (if any)
 Assignments
 Attempted assignment samples
 Quizzes
 Attempted quiz samples
 Project (if any)
 Rubric based assessment of project (if any)
 Mid and Final Exam Paper
 Solution of Mid and Final Exam
 Attempted exam samples
 Any other item, the instructor feels like placing that in the file
47
4 CHAPTER 4 CURRICULUM AND LEARNING PROCESS
This chapter defines curriculum and learning process and broadly relates them to learning
outcomes. A list of general education requirements, core requirements, foundation
courses, specialization electives, engineering electives- breadth, management electives and
a semester-wise breakdown of BS (EE) curriculum is presented in this Chapter.
Title of Degree Program

Bachelors of Science in Electronic Engineering
Credit Hour Definition
The credit hours assigned to a theory or a laboratory course are determined by the classroom
hours allocated to it per week throughout the semester. For a theory course one credit hour is
equivalent to one hour of lecture per week, and for a laboratory course three hours of
practical work in the laboratory per week constitutes one credit hour.
4.1 CURRICULUM DESIGN
4.1.1 Course codes
The courses are identified by the course numbers, which consist of two or three letters and
three digits. The first two or three letters represent the major field. The first digit indicates the
year in which the course is offered, next digit represents the broad area of the course and the
last digit is the sequence number of the course offered in the same area in the same year.
Table 4.1. Course codes.
CS Computer Science and Engineering
ES Engineering Sciences
HM Humanities & Management Sciences
ME Mechanical Engineering
MM Metallurgy & Materials
Engineering/ Material Science and Engineering
MT Mathematics
PH Physics
MS Management Sciences
48
4.1.2 Semester Chart
Engineering, humanities and social sciences, and technical elective courses offered in each
semester are shown in Table 4.2.
Table 4.2. Semester Chart.
Category (Credit Hours)
Math and Basic Technical
Course Sciences Humanities Elective (TE)
Semester Core
Number and Social /
Basic Courses
Math Sciences Management
Sciences
Elective (ME)
MT101 ×
PH101 ×
Semester 1 MM101 ×
CS101 ×
HM 101 ×
MT102 ×
PH102
×
Semester 2 ME 102
×
MM 102
×
HM 102 ×
EE211
EE221 ×
Semester 3 ME231 ×
MT201 ×
×
HM211 ×
EE212
×
EE222
× ×
Semester 4 EE231
×
EE251
×
MS291
EE313
×
EE323
×
Semester 5 EE333
×
EE351
×
HM321 ×
EE341
×
EE332
×
Semester 6 EE361
×
EE371
×
HM322 ×
EE452 ×
EE472 ×
Semester 7 EE/CS/ES 4xx
×(TE)
ME49x
× (ME)
EE481 ×
ME496
EE/CS/ES 4xx × (ME)
Semester 8 EE/CS/ES 4xx × (TE)
EE434 × × (TE)
EE482 ×
Total 40 3 6 20 6 5
49
4.1.3 Semester-wise Breakdown
The semester-wise breakdown of courses with their knowledge area and pre-requisite courses
is depicted in Table 4.3.
Table 4.3. Semester-wise Breakdown.
Pre-
Credit Knowledge Area requisite
Sr. No. Course Code Course Title
Hours (HEC) Courses
(if any)
CS101 Introduction to Computing (2-0-2) Computing
HM101 English and Study Skills (3-0-3) Humanities
MMI01 Industrial Chemistry (3-0-3) Basic Sciences
MT101 Calculus I (3-0-3) Basic Sciences

Semester 1
PH101 Mechanics (3-0-3) Basic Sciences
PH101L Mechanics Lab (0-3-1) Basic Sciences
CS101L Computing Lab (0-3-1) Computing
Inter disciplinary
ME101 Workshop Practice (0-3-1)
Engg. (Breadth)
Total Credits in Semester 1 14-9-17
CS102 Intensive Programming Lab (0-3-1) Computing CS101

HM102 Technical Report Writing (3-0-3) Humanities
ME102 Engineering Graphics (1-3-2) Engg. Foundation
Introduction to Engg. Inter disciplinary
MM102 (3-0-3)
Materials Engg. (Breadth)
Semester 2
MT102 Calculus II (3-0-3) Basic Sciences MT101
PH102 Electricity and Magnetism (3-0-3) Basic Sciences PH101
PH102L Electricity & Magnetism Lab (0-3-1) Basic Sciences
Inter disciplinary
MM141L Material Lab. I (0-3-1)
Engg. (Breadth)
EE211 Circuit Analysis I (3-0-3) Engg. Foundation MT101

ES211L Circuit Analysis Lab (0-3-1) Engg. Foundation
CS101,
EE221 Digital Logic Design (3-0-3) Engg. Foundation
CS102L
EE221L Digital Logic Design Lab (0-3-1) Engg. Foundation
Semester 3 Interdisciplinary
ME231 Thermodynamics I (3-0-3) MT101
Engg. (Breadth)
HM211 Pakistan and Islamic Studies (3-0-3) Humanities
Differential Equations
MT201 (3-0-3) Basic Sciences MT102
&Linear Algebra
50
EE212 Circuit Analysis II (3-0-3) Engg. Foundation EE211
EE231 Electronics I (3-0-3) Engg. Foundation EE212
EE222 Computer Architecture (3-0-3) Engg. Foundation EE221
EE222L Computer Architecture Lab (0-3-1) Engg. Foundation

Semester 4
MS291 Engineering Economy (3-0-3) Management Science
EE231L Electronics I Lab (0-3-1) Engg. Foundation

Probability and Random
EE251 (3-0-3) Basic Sciences MT102
Variables
Major Engg. Core
EE313 Electric Machines (3-0-3) EE212
(Breadth)
Major Engg. Core
EE323 Microprocessor Interfacing (3-0-3) EE222
(Breadth)
Major Engg. Core MT201,
EE351 Signals & Systems (3-0-3)
(Breadth) EE212
Major Engg. Core PH102,
EE333 Solid State Electronics (3-0-3)
(Breadth) EE231
Semester 5 Sociology and Human
HM321 (3-0-3) Humanities
Behavior
Major Engg. Core
EE313L Electric Machines Lab (0-3-1)
(Breadth)
Microprocessor Interfacing Major Engg. Core
EE323L (0-3-1)
Lab (Breadth)
Major Engg. Core
EE351L Signals and systems Lab (0-3-1)
(Breadth)
Major Engg. Core
EE332 Electronics II (3-0-3) EE231
(Breadth)
Major Engg. Core
EE341 Control Systems (3-0-3) EE351
(Breadth)
Major Engg. Core
EE361 Communication Systems (3-0-3) EE352
(Breadth)
Electromagnetic Fields and Major Engg. Core PH102,
EE371 (3-0-3)
Waves (Breadth) MT201
Ethical and Legal Dimensions
Semester 6 HM322 (3-0-3) Humanities
of Engineering
Major Engg. Core
EE332L Electronics II Lab (0-3-1)
(Breadth)
Major Engg. Core
EE341L Control Systems Lab (0-3-1)
(Breadth)
Major Engg. Core
EE361L Communication Systems Lab (0-3-1)
(Breadth)
Major Engg. Core
Digital Signal Processing (3-0-3) EE351
Semester 7 EE452 (Depth)
EE472 Wave Propagation and (3-0-3) Major Engg. Core EE371
51
Antennas (Depth)
Major Engg. Core
EE414 Power System Analysis (3-0-3) EE313
(Depth)
Senior Design
EE481 Senior Design Project (Part-I) (0-9-3)
Project
Management
MM/MS494 Technology Management (3-0-3)
Sciences
Major Engg. Core
EE452L Digital Signal Processing Lab (0-3-1)
(Depth)
Wave Propagation and Major Engg. Core
EE472L (0-3-1)
Antennas Lab (Depth)
Major Engg. Core EE332,
EE434 Power Electronics (3-0-3)
(Depth) EE313
Power System Protection and Major Engg. Core
EE453 (3-0-3) EE313
Control (Depth)
Major Engg. Core
EE444 Digital Control system (3-0-3) EE341
Semester 8 (Depth)
Senior Design Project (Part- Senior Design
EE482 (0-9-3)
II) Project
Managements
MM/MS496 Supply Chain Management (3-0-3)
Sciences
Note: Minimum 136 credit hours are needed to be completed for BS Electronic Engineering
degree.
52
4.1.4 Thrust Areas of Electronic Engineering
FEE has following three thrust areas.
1) Electric Power and Control Systems

2) Microelectronics and ASIC Design
3) Communication and Digital Signal Processing
It has the list of following electives with area of specialization provided in Table 4.4.
Table 4.4: List of Elective with Specialized Areas
Corse
Area of Specialization Course Title
Code
EE414 Power System Analysis
EE415 Power System Protection
Electric Power and Control Systems EE416 Power System Design
EE443 Industrial Process Control
EE444 Digital Control Systems
EE424 Introduction to ASIC Design
Microelectronics and ASIC Design EE425 Digital Integrated Circuit Design
EE436 VLSI Design

Communication System Design and
EE461
Performance Analysis
EE462 Computer Communication Networks
Cellular Mobile Communication
EE463
Systems
Communication and Digital Signal Processing
EE464 Digital Image Processing
EE465 Satellite Communication Systems

EE466 Introduction to Wavelets
EE474 Microwave Engineering
53
4.1.5 Comparison of EE Program with HEC Requirements
Comparison of EE program with HEC/PEC requirement latest guidelines is shown in Table

4.5. It covers 65.4% and 35.5% of engineering and Non-engineering content respectively. It
can be seen that EE program is well aligned with HEC guidelines.
Table 4.5. Comparison of EE Program with HEC Requirements.
PEC/HEC
Domain Knowledge Area FEE, GIKI Breakup
Recommended
Total Overall Total Overall
Credits % Credits %
Humanities 19 -21 15
Non- Management Sciences 6 33.8 / 9
34.56
Engineering Natural Sciences 19 -20 34.6 23
Sub Total 44 - 47 47
Computing 9 4
Engineering Foundation 29 21
Major Based Core (Breadth) 19 -20 26
Major Based Core (Depth) 17 -18 24
Engineering
Inter-Disciplinary 66.2 /
65.44
Engineering Breadth 65.4 8
(Electives) 6 - 9.
Senior Design Project 6 6
Industrial Training (Summer) 0 0**
130 -
Total 100 136 100
136
54
Flow chart of Electronic Engineering program
4.1.6 Benchmarking of EE Program with University of Missouri
FEE has done to compare curriculum with international university to improve the quality of
education. Benchmarking of EE program has been done with University of Missouri, USA.
Comparison of EE program with above mentioned university is presented in Table 4.6.
55
Table 4.6. Benchmarking of EE Program with University of Missouri-Kansas City, USA
Total Total
Number of Name of Course
Knowledge Area Sub Area Name of Course (GIKI) Credit Number of Subjects Credit
Subjects (UMKC)
Hours Hours
English and Study Skills
(3)
English 2 6 1 3
Technical Report Writing Reasoning and Values
(3) (Speech and Writing)
Civic and Community
Humanities Pak & Islamic Studies (3)
Engagement
Culture and Sociology and Human
Culture and Diversity
Social Behavior (3) 3 9 3 9
Sciences Ethical & Legal Ethical Issues in
Dimensions of Computing &
Engineering (3) Engineering
Engineering Economy (3)
Management Management Elective I (3)
3 9
Sciences Management Elective II
(3)
Calculus I (3) Calculus I
Calculus II (3) Calculus II
Math 3 9 3 11
Applied Engineering
Differential Equations (3)
Analysis I
Physics For Scientists
Mechanics (4)
and Engineers I
Natural Sciences Physics 2 8 2 10
Electricity & Magnetism Physics For Scientists
(4) and Engineers II
Chemistry for Engineers
General Chemistry
(2)
Chemistry 2 5 1 4
Introduction to
Engineering Materials (3)
56
Total Total
Number of Name of Course
Knowledge Area Sub Area Name of Course (GIKI) Credit Number of Subjects Credit
Subjects (UMKC)
Hours Hours
Introduction to Computing Engineering
(2) Computation
Computing 2 3 2 6
Advanced Engineering
Intensive Programming (1)
Computation
Linear Circuit Analysis (4) Circuit Theory I (4)
Electrical Network
Circuit Theory II (4)
Analysis (3)
Workshop Practice (1)
Signal and Systems (4) Signals and Systems (4)
Engineering Mechanics
Thermodynamics (3) and Thermodynamics
(3)
Electronic Devices and
Electrical Electronic Circuits (4)
Circuits (4)
Engineering 11 36 9 33
(Foundation) Electronic Circuit Design
(4)
Digital Logic Design (4) Digital Logic Design (4)
Microcomputer
Microprocessor Systems
Architecture and
(4)
Interfacing (4)
Probability Methods in
Applied Probability (3)
Engineering (3)
Engineering Graphics
Engineering Drawing (2)
(3)
57
Knowledge Area Sub Area Name of Course (GIKI) Number of Total Name of Course Number of Subjects Total
Subjects Credit (UMKC) Credit
Hours Hours
Introduction to
Communication Systems
Communication Systems
(4)
(3)
Electromagnetic Field Electromagnetic Waves
Theory (3) and Fields (4)
Electrical Machines (4)
Power Electronics (3) Power Electronics (3)
Electrical Wave Propagation and
Engineering Core Antennas (4) 9 33 5 17
(Breadth) Introduction to Control
Linear Control Systems (4)
Systems (3)
Digital Signal Processing Digital Signal
(4) Processing (4)
Instrumentation and
measurement (4)
Power Distribution and
Utilization (3)
Electrical Stream Elective I (3) Stream Elective I
Engineering Stream Elective II (3) Stream Elective I
3 9 4 12
Specialization Stream Elective III (3) Stream Elective I
Based Electives Stream Elective I
Senior Design Design Project I (3) 0 6 Design Project I (2)
0 3
Project Design Project II (3) Design Project II (1)
Total 41 134 30 108
58
4.2 ASSESSMENT OF ELECTRONIC ENGINEERING CURRICULUM
FEE program is divided into eight semesters including one non-credit industrial internship as
well. Curriculum is designed to encourage instructors to include problem based learning in
their assessment of courses and labs. This gradually develops students’ abilities to handle
complex engineering problem in the latest stages of the curriculum. Assessment of EE
program constitute the following attributes,
4.2.1 Courses
The mode of course delivery is in the shape of lectures in classrooms. Over the course of a
single semester, the knowledge of the students is tested weekly or biweekly in the form of
quizzes and assignments. Apart from quizzes, a mid-term exam and a final exam are also
conducted. During each assessment (quiz, assignment, mid-term exam, final exam and
project), the instructor makes sure that the questions strongly map the CLOs and thus the
PLOs.
4.2.2 Labs
In each lab, mode of delivery includes initial lecture and demonstration by the lab instructor
followed by the required task explanation. Students are required to perform the task which is
evaluated by the lab instructor via demonstration, viva and/or lab report.
4.2.3 Tutorials/Seminars
Tutorials are arranged for students by instructor when required. Time slot in each week is
assigned for seminars or workshops from experts or industrial representatives.
4.2.4 Internship
It is a mandatory practice for students to receive industrial training after sophomore year as
per degree requirement.
4.3 ASSESSMENT OF COMPLEX ENGINEERING PROBLEM
There are three (3) major sources of complex engineering problems in FEE curriculum. They are:
1. Senior Design Project (SDP)

2. Junior Year Robotic Competition
3. Open Ended Labs
59
4.3.1 Senior Design Project (SDP) Assessment Mechanism
During the final year of BS (EE), students have more interaction with their senior design
project advisors which is of 6 credit hours. The proposed FYPs play important role to obtain
numerous professional skills like effective communication, project management, and
teamwork, etc. The Standard Operating Procedure (SOP) for offering and evaluating Senior
Design Project SDP (may also be referred to as FYP) at FEE is listed as follows:
FYP Proposal Selection

During summer semester all faculty members may float FYP ideas through the FYP
coordinator to the final year students. These ideas may be any in number (minimum one)
covering the research areas or interests of the respective faculty members. Ideas can be in a
one line statement or a paragraph. The students, once they join campus after their internship,
discuss the ideas of their interest with individual faculty members and finalize their choice of
FYP.
Presentations
There are four to five presentations conducted in two semesters to evaluate the performance
of students. Each group of students consists of three to four members from inter faculty.
1. Each group is allowed 20 minutes for presentation. During these 20 minutes, students must
not be interrupted by questions from faculty.
2. After the presentation, there is an eight minutes question/answer (QA) session. During QA
session, only concerned students shall be allowed to answer the question. The QA session
must not exceed 8 minutes to avoid converting QA session to discussion. In case some
suggestions/questions remain pending, can be provided to the group later through their
advisor later.
3. Two minutes (optional) are reserved for the project advisor in case he/she needs to clarify
some additional points (which the students may have failed to clarify) regarding the particular
FYP.
4. FYP coordinator or his assigned representative keeps track of the above mentioned time
division and announces during the presentation when the time is up for each activity.
Evaluation
Owing to other administrative tasks, each faculty member may not be able to attend 100 % of
the FYP presentations. To ensure quality of FYPs and consistent equal evaluation, each group
is assigned a panel of two to three senior faculty members. This will have two obvious
60
advantages (a) consistent grading (each FYP being evaluated by same number of faculty
members)
(b) Faculty members will have the chance to evaluate FYPs of his/her interest/research area.
Shows the FYP evaluation breakdown. FYP report, presentations, open house evaluation and
supervisor assessment are included in the rubrics. Further details are given in Annex N.
Plagiarism
All submitted reports of FYP will be checked for plagiarism by the FYP coordinator.
Similarity index must be less than 20 % to qualify for the award of a grade.
4.3.2 Junior Year Robotic Competition
This project focuses to combine the modular ideas and concepts of different lab experience
into a single application robot, capable of performing multiple tasks. In this lab the students
learn to bring their knowledge to practice and motivate them with challenging tasks.
Combining the knowledge of microcontroller, logic design, control systems, electronic
61
devices and communication systems into a user-defined and task-oriented robot. JYRC is
composed of following core courses therefore every students has an opportunity to
experience complex engineering problem through this competition. The group photo of
students is shown in Figure 4.2.
 Control System: This part of the project deals in developing algorithms for
controlled movement of robot in the environment for better and calculated
navigation
 Electronic Devices: This part covers the electronics section of the robot
including power supply, high current driver circuits, sensor signal
conditioning and circuit protection.
 Communication System: This section covers the wireless communication for
data transmission and reception. The physical values from the sensors and the
commands are managed by the student through this part.
 Further details can be found in Exhibit room.
FIGURE 4.2: Junior Year Robotic Competition, 2015
4.3.3 Open Ended Labs
An open-ended lab is where students are given the freedom to develop their own
experiments, instead of merely following the already set guidelines from a lab manual or
elsewhere.
A study was carried out by conducting an open ended lab in Circuit Analysis lab in Fall 2016
semester. After successful incorporation of open ended lab in one lab of the curriculum of
62
FEE, decision to include more open ended labs in coming semester. For details, See
.
4.4 USAGE OF INTERNET AS A RESOURCE
The Internet with its wide variety of resources is now an integral part of any knowledge-
based activity. It is, therefore, impossible to imagine that any engineering program can
proceed effectively without using this valuable resource. Hence many of the courses are
dependent on internet as a resource material for example, Introduction to Computing, Digital
Logic Design, Microprocessor Interfacing, Signals and Systems and Digital Signal
Processing. The list is by no means exhaustive for the aforementioned reasons.
4.5 EMPHASIS ON ORAL AND WRITTEN COMMUNICATION SKILLS
Semester projects are part and parcel of many undergraduate level courses with regular
presentations and assignment reports. Moreover, during report work, all students have to give
presentations in front of the senior faculty members. All these activities enhance the
communication and presentation skills of the students. Following courses are offered to the
students in initial semesters of their degree to enable them express their knowledge
effectively.
1. English and Study Skills (HM101)

2. Technical Report Writing (HM102)
HM101 aims to equip the students with the necessary language and communication skills to
cope with their academic and professional needs. The course prepares the students for
academic reading, academic writing, oral presentations, reference skills and grammar. The
students are provided with opportunities to practice communication skills and are introduced
to the principles of effective writing from the sentence level to full-length texts with emphasis
on logical organization of materials. Oral communication is improved through class seminars
and group discussions.
HM102 aims at developing competence in scientific and technical report writing. The
mechanics and conventions of writing process are introduced through communicative
activities and tasks. The course focuses on technical report writing and correspondence
related to the profession of engineering. The course also deals with the issues and problems
of planning and designing technical presentations for varying situations and audiences.
63
4.6 INSTITUTE WIDE ASSESSMENT AND GRADING POLICY
Following assessment and grading policy is adopted at the GIK Institute level. Faculties will
ensure compliance and work out details as required. There is ±5% flexibility given to the
course instructor in mid and final exam.
4.6.1 Assessment Policy of Institute
Course Work: (Relative Grading as per Described Guidelines)

. Final Exams: 40 %
. Midterm Exams: 30 %
. Homework: 30 % (Assignments, quizzes, case study, course project, class presentation

etc.)
Lab Work
. Midterm Exam: 20 %
. Final Exam: 30 %
. Lab Task and Report: 50 %
Senior Design Project (Final year project FYP)

. 7th Semester (week 3) – Report (Title defense and presentation: 20 %)
. 7th Semester (week 13) – Interim Report + Presentation: 30%
. 8th Semester (week 10) – Poster Presentation (Industrial Open House) 10 %
. 8th Semester (week 13) – Interim Report + Presentation: 40 %
. (FYP report as per described guidelines and detail can be seen in Annexure N)
Summer Internship Training Program

. Industrial Feedback Report: 40 %
. Presentation + Q/A: 30 %
. Report: 30 %
64
4.6.2 Grading Policy of Institute
Depending upon academic performance, students are awarded grades A, A-, B+, B, B-, C+,
C, C-, D+, D, F, I, W for each course. These grades indicate the following levels of
performance.
A Excellent
B Good
C Adequate
D Minimum acceptable
F Failure, implying that the student must repeat
I Incomplete
W Withdrawn
Each grade is assigned Grade Points per Credit (GPC). The following table indicates the
gradation from excellent to failure.
Grade GPC Grade GPC

A 4.00 C 2.00
A- 3.67 C- 1.67
B+ 3.33 D+ 1.33
B 3.00 D 1.00
B- 2.67 F 0.00
C+ 2.33
I and W grades are not counted in calculation of GPA. The academic standing of a student is
referred as grade point average (GPA) which is the ratio of the total number of grade points
earned to the total number of credits attempted. The maximum possible GPA is 4.00.
The minimum semester GPA requirement to remain in the satisfactory academic standing is
65
2.00. Students are placed on academic probation at the end of semester in which their
semester GPA falls below 2.00. A student on probation is allowed to register only 10-13
credit hours.
A student whose semester GPA (SGPA) remains below 2.00 for two consecutive semesters is
given a warning for his/her poor performance. If his/her SGPA remains below 2.00 for two
consecutive semesters (excluding summer school) his/her name is expelled from the roll of
the Institute. Freshmen, upon request, may start afresh with no credit transfer if two
consecutive probations are experienced in the initial two semesters.
66
5 CHAPTER 5 STUDENTS
This chapter is dedicated to the students and gives procedures related to admission. The
chapter also focuses on the procedures and mechanism used for monitoring / evaluating
activities of the students. The chapter discusses the requirements on transfer of students,
academic counseling and other related material. Moreover, the chapter briefs about the
summary of final year projects and various student societies functional at the institute.
5.1 REQUIREMENTS AND PROCESS FOR ADMISSION IN THE PROGRAM,

RESPONSE, AND ANNUAL INTAKE
The admission in various bachelor programs of the GIK Institute is decided on the basis of
candidate's earlier educational achievements and his/her score in the admission test, which
comprises multiple choice questions, based on Pakistani intermediate level Physics,
Mathematics, and English comprehension. There are no special quotas, reserved seats, or
admission by donations. There is no arbitrary age limit for the applicants.
Candidates for admission must meet one of following criteria:
 HSSC (Pre-Engineering, i.e., Mathematics, Physics and Chemistry) with 60 % or

higher marks each in Mathematics, Physics and overall.
 HSSC (Pre-Medical) with Additional Mathematics and 60 % or higher marks each in
Mathematics, Physics and overall.
 A-Level in three subjects Mathematics, Physics and Chemistry with D or better grade
each in Mathematics and Physics and O-Level in eight subjects (English,
Mathematics, Physics, Chemistry, Biology/Computer Science, Urdu, Islamic Studies
and Pakistan Studies) for local applicants and in five subjects (English, Mathematics,
Physics, Chemistry, Biology/Computer Science) for those applying from abroad with
60 % or higher overall marks as per IBCC equivalence formula.
 American or Canadian High School Diploma or International Baccalaureate Diploma
with Mathematics (with Calculus), Physics and Chemistry with 60 % or above marks,
as per IBCC equivalence formula, each in Mathematics, Physics and overall.
 B.Sc. (Mathematics and Physics) with 60 % or higher marks each in Mathematics,
Physics and overall.
67
 Three years Diploma of Associate Engineering (DAE) in relevant technology from a
Pakistani Board of Technical Education with at least 60 % marks each in
Mathematics, Physics and overall.
Notes:
 Applicant with Mathematics, Physics and Chemistry background can apply for all
Programs including Computer Science or Computer Engineering.
 Applicants with Computer Science/Computer Studies background instead of
Chemistry at their HSSC or A- Level can only apply for Computer Engineering or
Computer Science.
TABLE 5.1. Comparative assessment criteria (Merit List).
Criterion Weightage
Score in Admission Test OR SAT-II (in Mathematics and Physics for Engineering and
Computer Science Programs and in any two subjects for Management Sciences 85 %
Program) for those applying from outside Pakistan
HSSC Part I + SSC/Equivalent. 10 % + 5 %
O-level (for those with A-Level and O-Level background). 15 %
Last completed qualification for High School Diploma, IB diploma or B.Sc. or DAE. 15 %
Candidates, who have completed one of the above qualifications and are awaiting results,
may apply for provisional admission. However, the confirmation of admission will be subject
to submission of results by the date specified in the offer letter and fulfillment of the above
criteria. Admission related details are listed in Table 5.2. Further details are in Annex H.
Intake Total Total Admissions Total Students Present No. of

Sr. No.
Batch Applicants Offered Admitted Strength Section(s)
1 Fall 2013 5395 184 82 70 2

2 Fall 2014 5139 199 84 78 2
3 Fall 2015 4484 214 154 148 3
4 Fall 2016 4379 235 148 140 3
68
5.2 POLICIES AND PROCESSES FOR CREDIT TRANSFER/EXEMPTION
An applicant for transfer from a local or foreign institution is required to have passed the
Institute's admission test or local applicants SAT-II (for overseas applicants) by securing
equal or more marks than the minimum merit of the faculty in which he/she seeks admission.
However, the acceptance of request for transfer will depend on availability of seats, and the
quality of academic work already done by the applicant. For supplementary information and
application form, applicant needs to contact Director Admissions and Examinations.
5.3 MECHANISM FOR PROVIDING GUIDANCE TO STUDENTS
5.3.1 Academic Advisors
Each student is assigned an academic advisor which holds regular meetings, both formal and
informal, with the advisee. Before the start of a semester, each faculty sends a list of advisors
with that of advisees to Examination Section. This list does not include the first semester
students. Usually the advisor for the first semester is the Dean of the concerned Faculty. The
advisor prepares the degree plan for his/her advisee and has periodic audit of the student’s
progress. The advisor maintains record files of his/her advisees containing his/her semester-
wise progress reports, courses completed, a list of courses to be completed, co-curricular
activities and any other information that he/she deems relevant. Students are advised to
consult their academic advisors before registering for courses in each semester. Each advisor
is provided the following:
 A list of advisees
 Final result report of each of his/her advisees, and
 A recent copy of the GIK Institute’s prospectus
while signing the course registration form of a student, The advisor certifies that the courses
recommended by him/her are in accordance with the advisee’s degree plan, the
prerequisite(s) are fulfilled, and the course numbers, titles and credit hours assigned are
correct and according to allowed limit.
5.3.2 Career Counseling
The Institute has a career counseling center named Office of Research, Innovation and
Commercialization (ORIC). It was formed in July 2010 as an attempt to provide better
69
services to students, alumni and industry. ORIC is responsible for industry relations, alumni
relations, career counseling, placement of students, fund raising, business development
activities, and communication and marketing.
ORIC connects students, graduates and alumni with region’s leading employers. ORIC plays
an instrumental role of a supporting body that offers GIK research facilities, human
resources, its expertise and skills to the industry for cooperative research and development
projects.
GIK Institute is committed to building and nurturing lifelong relationship with its alumni and
is looking forward to strengthen it further through the ORIC. The office aims to form a
mutually beneficial relationship between the Institute and alumni, wherever they are located;
also by providing alumni with opportunities to be a part of GIK Institute for good. Working
closely with GIK Institute Alumni Association (GIKAA), ORIC range of services and events.
At GIK Institute, ORIC defines the outreach as services beyond routine lecture hall and
laboratory activities. ORIC contribute to the students in the following ways:
 How to become engineering professionals

 Ethical and professional responsibilities of an engineer
 Understanding global and societal relevancy to enhance life-long learning.
 How to tap job options and future career
 Connects businesses to students and graduate talent
 Offers seminars, workshops and other events on professional training of students
 Organizes events to connect employers, students and graduates
5.4 STUDENT WELLNESS COUNSELOR
A student wellness counselor is appointed to help students in academics and stress

management and to promote a sense of community and belongings among students. The
student counselor works regularly with students to help them in their emotional,
psychological, familial and academic problems. Stress management techniques and relaxation
methods are offered to deal with anxiety and stress. The system ensures complete
confidentiality of any discussion of students and their wellness counselor.
Table 5.3 shows the number of individual and group consultations for the year 2013.
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Table 5.3: Consultations of students
Individual Counseling Session 98

Group Counseling Session 2
Additionally, thirteen regular seminars are conducted on stress management techniques and
relaxation methods.
5.5 CLASS SIZES FOR THEORY AND

LABORATORY SESSIONS AND COMPLETION OF COURSES
5.5.1 Course Load
Normally, a student is required to register in a full semester (fall or spring) for a minimum
course work of 10 credit hours. Maximum limit is 15-18 credit hours in a semester. No
exception to this upper limit is allowed for freshmen. However, in later years, this limit may
be relaxed with the approval of the Dean. A student having a cumulative grade point average
(CGPA) of at least 3.00/4.00 can request the advisor to allow registration of up to 21 credit
hours, in case the extra course is relevant to his degree program or his research project.
In case of a probation where the previous regular Semester Grade Point Average (SGPA) of a
student falls below 2.00, the student is allowed to register for 10-13 credit hours only. An
exception to this rule can be made for the senior year students with the approval of the Pro-
Rector (Academic). Students under probation are also allowed to register for one repeating
course above the restricted limits of 10-13 credit hours in which they have previously
obtained an F, D or a D+ grade, provided their CGPA is above 2.00.
Students are not allowed to register for two Humanities or Management courses in a single
semester. In addition, 6 credit hours of final year project cannot be registered in a single
semester.
5.5.2 Semester Registration (1st Week of Semester)
Normally, the first week of each semester is partly devoted to course registration. Students
are required to complete the registration formalities online by 5.00 p.m. of the last working
day of the first week of the semester (inclusive of holidays, if any). Registration by post or
proxy is not accepted. The registration office, before the start of the semester, may notify any
changes in registration deadline due to special circumstances.
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5.5.3 Late Registration (2nd Week of Semester)
In case a student could not submit the course online registration form within the registration
period of the semester due to unavoidable and acceptable reasons, Pro-Rector (Academic)
may grant approval of the late registration on the following terms and conditions.
 The registration shall not be late by more than two weeks of the normal registration
deadline, inclusive of holidays, if any.
 The Dean of the Faculty must approve and recommend the registration form and
forward it to the Pro-Rector (A).
If granted approval, the student deposits a sum of Rs.800/- per working day per semester,
exclusive of weekend and holidays, if any, as late registration fee in the Account Office and
submits a copy of the receipt along with the approved late registration forms to the
Registration Office. Registration after the late registration deadline is not accepted under any
circumstances.
5.5.4 Add/Drop of Courses (3rd Week of Semester)
Students who wish to add or drop a course must do so before the end of the first three weeks
of the semester by submitting the course add and drop form. For adding a course, the
academic advisor checks the schedule of classes and determines if the requested course is
being offered and it does not require any alteration in the timetable. A dropped course does
not appear in the final transcript.
5.5.5 Auditing Course(s) (3rd Week of Semester)
A student can audit course(s) subject to the following terms and conditions:
 The course is not needed by him/her to graduate.
 The audit status of a course cannot be changed to credit.
 Course once audited cannot be repeated as a credit course.
A student who wants to audit a course has to submit a Course Audit Form in the third week
of the semester through his faculty to the Registration Office. An audited course does not
appear on the transcript.
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5.5.6 Withdrawal from Courses (4th 10th Week of Semester)
Students can withdraw course during the period starting from the fourth week of the semester
till the end of the 10th week inclusive of holidays, if any. In such a case, the student has to
submit a course withdrawal form. The advisor determines if the withdrawal is crucial for the
advisee’s academic performance and if the course is not a pre-requisite for the next semester
courses. A “W” grade appears on the transcript in this case. A student who gets a “W” grade
does not require repeating this course at a later stage if this course is not in his degree
requirement. A “W” grade does not count in the GPA calculations. A course in which a
student gets an “F” grade has to be repeated in any case.
5.5.7 Repeating Course(s)
The courses in which a student receives an “F” or a “W” grade and are requirement for the
degree, have to be repeated. Students may opt to take a substitute course only if there is a
provision of an alternative in the curriculum. Students may also repeat courses in which they
receive D+ or D grade provided they do so in the coming three semesters after the result of
the course is announced. A student cannot repeat a course in which he/she previously earned
a grade of C- (C minus) or better. If such an incident is discovered at any time, the student
will be dropped from the course or the latest grade earned in the course will be cancelled. In
case of repeated courses, all grades earned by students appear on the transcripts; however,
only the latest grade is counted in calculating the CGPA, even if it is lower than the earlier
one.
5.5.8 Interruption of Studies
In case a student interrupts his/her study program at the GIK Institute for a period longer than
one semester, his/her courses are evaluated by the concerned Dean to determine their
relevance to the changes made in the curriculum, if any, upon his/her return. In such a case,
the student may be required to modify the degree plan in order to ensure conformity to the
most recent curriculum.
5.6 DISCUSSION ON STUDEN CTIVITIES AND INVOLVEMENT IN

STUDENT ORGANIZATIONS
Although the main emphasis is on academics, the GIK Institute considers participation of
students in games and other co-curricular activities equally important. Besides professional
73
clubs, which each faculty supports, there are many different clubs and societies for students
that they can choose to join depending upon their interests and availability. Active
participation in these clubs and societies provides students with opportunities to pursue their
hobbies and groom their personalities by enhancing their communications, managerial,
leadership and other skills. The details of various societies are given in this section later. The
GIK Institute, besides having a gymnasium for boys and girls with separate timings, offers a
variety of indoor and outdoor sports. There is a qualified Sports Officer who plans and co-
ordinates all such activities and maintains these facilities. For each game/match, proper
instructions must be followed.
5.6.1 Clubs and Societies
The GIK Institute is situated in calm and tranquil countryside and the campus of the GIK
Institute is a self- contained cosmos. Here, the students generate a fullness of life for
themselves, and their superabundant energies find outlets in a host of socio-cultural activities.
Through generous financial allocations and faculty supervision, the Institute supports all
modes of constructive self-expression of the students. There is thus much on the campus by
way of recreational facilities, which mitigate the rigors of very demanding academic
engagements. For efficient organization of various clubs/ societies, there is always a
coordinator, usually a senior student and an academic advisor. The activities of all the clubs/
societies are co-coordinated by Dean Student Affairs. Each club/society plans different
activities, which are usually well publicized. Some of the clubs and societies, which organize
the socio-cultural activities, are introduced here.
5.6.2 Professional Societies
Each faculty in the Institute supports a professional organization, devoted to advancing

theory and practice of their respective fields. IEEE and IET represent the Faculty of
Electronic Engineering whereas ACM is mainly represented by the students of Faculty of
Computer Science and Engineering. ASM-TMS is a joint venture of the staff and students of
the Faculty of Materials Science and Engineering. The SPIE and Science Society work under
the umbrella of Faculty of Engineering Sciences and welcome the membership from all the
faculties. ASME, ASHRAE and AIAA student chapter are affiliated with Faculty of
Mechanical Engineering.
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5.6.3 Non-Technical Societies
Adventure Club
AIESEC
Cultural, Dramatic & Entertainment Society (CDES)
Horizon Publication Society
Literary and Debating Society (LDS)
Media Club
Naqsh
Sports Society
Women Engineers Society (WES)
Figure 4.2. Chief guest awarding the prize
5.6.4 Guidelines for Society Members
There are a few guidelines for students while joining the societies:
 Students must involve themselves in the opportunities that interest them. They will
find many student societies in GIK Institute. They can participate in more than one
society but must be active for one society which appeals them most, so they could get
some recognition in the society.
 There must be a balance in student’s academics and co-curricular activities because
the research has shown that more involvement brings more benefits but its excess puts
academic achievements in danger. In GIK Institute, academics are more important so
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students are advised to have a balance in all activities to ensure that their studies and
wellness are not affected.
 Fresh students must not burden themselves right away with different extracurricular
activities to maintain a balance between their co-curricular activities and academics
rather they should join other activities later on. It brings them recognition in the
societies without brining harm to their studies. List of societies and professional
chapters at the institute is summarized in Table 5.3.
Table 5.3. Societies and professional chapters at the GIK Institute.

Serial Society/Club
Society Coordinator Advisor Faculty
No. Status
Muhammad Professional
1 GMS Dr. Ghulam Shabbir FES
Zohair Iqbal Chapter
Professional
2 WES Nida Mukhtar Ms. Sadaf Javed MGS
Chapter
Prof. Dr. Hassan Professional
3 SPIE Asad Abbas FES
Sayyad Chapter
Science Professional
4 Mohsin Rafi Dr. Jameel Un Nabi FES
Society Chapter
Ubaid Ur Professional
5 IET Dr. Husnul Maab FEE
Rehman Chapter
GIKI Sports Co-curricular
6 Danish Tanveer Dr. Fahad Nawaz FMSE
Society Society
Co-curricular
7 GSS Salman Ajmal Dr. Zahid Halim FCSE
Society
Ahmed Zia Professional
8 IEEE Dr. Nisar Ahmed FEE
Sheikh Chapter
M. Dawood Co-curricular
9 Media Club Dr. Zia Ul Haq Abbas FEE
Paracha Society
Haroon Prof. Dr. Javed A. Professional
10 AIAA FME
Abdullah Chattha Chapter
Prof. Dr. Javed A. Professional
11 ASME Zain Rehman FME
Chattha Chapter
Adventure Co-curricular
12 Suraj Ahuja Dr. Adnan Noor FEE
Club Society
Co-curricular
13 Project Topi Azfar Ishaq Dr. Sirajul Haq FES
Society
Prof. Dr. Javed A. Professional
14 ASHRAE M. Najam Tariq FME
Chattha Chapter
Professional
15 SMEP Ahmed Nabi Dr. Muhammad Abid FME
Chapter
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Syed Immad Co-curricular
16 NAQSH Dr. Imran Khan FMSE
Gillani Society
Professional
17 ACM Furqan Rashid Dr. Zahid Halim FCSE
Chapter
Daniyal A. Khan Co-curricular
18 CDES Dr. Imran Khan FMSE
Lodhi Society
Professional
19 Netronix Ahsan Manzoor Dr. Ghulam Abbas FCSE
Chapter
Suleman Bilal Professional
20 Web team Dr. Ghulam Abbas FCSE
Kazi Chapter
Mr. Mahboobul Co-curricular
21 LDS Ali Arshad HM
Rahman Khan Society
Syed Umer Prof. Dr. Fazal A. Professional
22 ASM/TMS FMSE
Tauqir Khalid Chapter
Prof. Dr. Fazal A. Co-curricular
23 SOPHEP Anas Khurram FMSE
Khalid Society
Prof. Dr. Fazal A. Professional
24 TiE/YES Nouman Khan FMSE
Khalid Chapter
Muhammad Professional
25 AIESEC Dr. Fahad Amjad MGS
Saleh Khan Chapter
Abdullah Professional
26 IMeChE Dr. Muhammad Abid FME
Soomro Chapter
Professional
27 IAESTE M. Tufail Khan Dr. Fahad Amjad MGS
Chapter
Professional
28 AiChe Dr. Imtiaz Ali FMSE
Chapter
Table 5.4 lists the national and international events organized by the student societies and
professional chapters during last two years.
Table 5.4. National/International events organized by the student societies.

Serial
Society Name Event Name Date
No.
1 IET GIKI Innovation Summit 29 Nov - 1 Dec, 2013
2 SMEP All Pakistan Tech. Fest 7 - 9 Feb, 2014
3 IEEE National Electronics Olympiad (NEO) 31 Jan - 2nd Feb 2014
4 NETRONIX UGX and HACKTRiX 27 29 Sept, 2013
5 SOPHEP GIMUN 6 - 8 Dec, 2013
6 ASHRAE ThermoCon 28 - 30 March, 2014
7 ASM MATTECH 31 Jan - 2nd Feb 2014
8 MEDIA CLUB Media Fest 21 -23 Feb, 2014
SCIENCE
9 National Science and Youth Symposium 13 - 15 Sept, 2014
SOCIETY
10 ASME IMEC 2014 by ASME 25 - 27 April, 2014
11 SPORTS Sports Fest, 2014 25 - 27 April, 2014
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SOCIETY
12 NAQSH All Pakistan Art Festival 28 - 30 March, 2014
13 ACM SoftCom 14 - 17 Nov, 2013
14 CDES All Pakistan Performing Arts Competition 18 - 20 April, 2014
15 GMS All Mathematics Olympiad 20 -22 Sept, 2013
All Pakistan Parliamentary Debates
16 LDS 15 - 17 Nov, 2014
Competition
17 SPIE National Optics Convention (NOC) 25 - 27 April, 2014
18 YES All Pakistan Entrepreneurship Summit 24 - 26 Jan, 2014
Design Building & Flying Competition
19 AIAA 4 - 6 April, 2014
(DBFC)
20 Sports Society Away Fixture GIKI vs BNU and NCA 29 Nov - 1 Dec, 2013
SCIENCE
21 All Pakistan Science Fair 14 - 16 Feb, 2014
SOCIETY
22 AIAA Air’Ex 2013 22 - 24 Nov, 2013
Students have been participating in various national and international level
events/competitions. Table 5.5 lists the key international achievements by the current students
during the last two years.
78
Sr. # Prize Title Awarding Authority Date/ Name of Individuals
Imagine Cup is an annual competition
sponsored and hosted by Microsoft
Corporation with a pure focus on “World 2014
Citizenship” challenge, which required 1. Sherjeel Sikander
students to write applications related to 2. Junaid Imtiaz
social good. This year the focus was more 3. Sameed Tariq
Microsoft
on innovation and entrepreneurship. 4. Immad Imtiaz
1. Imagine Cup
2013
2014
A team from GIK has made it to the World 1. Sherjeel Sikander
Finals of Microsoft Imagine Cup, after 2. Sadia Yousafzai
winning the national finals and world 3. Ihtisham-ul-Haq
semifinals. The team will represent 4. Suleman Belal Kazi
Pakistan at Microsoft Imagine Cup Seattle
USA, the home of Microsoft.
The Shell Helix University Drive
2014 brought the real Formula One™
experience to various university campuses 1. Shayan Najam
Shell
including GIKI, IBA, NUST and LUMS by 2. Waqar ul Haq
Helix
2. providing students a chance to participate 3. Zain Rehman
University
in the Formula One™ Simulation Game. 4. Usman Azeem
Drive 2014
GIK won Shell Helix University Drive 5. Omar Khan
2014 and got tickets to Malaysian Grand
Prix 2014.
Shell Eco-marathon challenges student
teams from around the world to design,
build and test ultra-energy-efficient 1. Ahmed Zia Shaikh
vehicles. With annual events first in the 2. Sherjeel Sikandar
Americas, then Europe and Asia, the 3. Zain Rehman
Shell winners are the teams that go the furthest 4. Muhammad Salman
Eco- using the least amount of energy. The Khalid
3.
Marathon events spark debate about the future of 5. Ahmed Iqbal Memon
Asia 2014 mobility and inspire young engineers to 6. Muhammad Zohair Iqbal
push the boundaries of fuel efficiency. 7. Omama Tahir
8. Suleman B. Kazi
GIK’s Team HammerHead Arc achieved 9. Hira Shaukat
sixth position in Shell Eco-Marathon Asia
2014 at Manila, Philippines.
In UFLL students need to come up with an
innovate idea for Unilever to become more
Unilever water-friendly e.g. innovate a product or 2014
Future look at how to optimize their 1. Maher Jiwani
4. Leaders manufacturing process to use less water. At 2. Khuzema Sunel
League the end of the competition, the best three 3. Areej Fatima
(UFLL) students represent South Africa in the 4. Humbal bin Usman
global competition, competing against
other Unilever country winners.
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A team from GIK represented Pakistan in
the Unilever Future Leaders League
(UFLL) in Singapore, after winning
Unilever Lipton Talent Hunt in Pakistan
beating over 40 universities.
Two students went for internship at EPFL -
2014
EPFL, École Polytechnique Fédérale de Lausanne,
5. 1. Ali Yousuf
Switzerland Switzerland
2. Ch Rehan Ikram
Infosys is a global leader in consulting,
technology, and outsourcing solutions. As a
proven partner focused on building
tomorrow's enterprise, Infosys enables
clients in more than 30 countries to
outperform the competition and stay ahead
of the innovation curve. Infosys provides
2014
Infosys, India enterprises with strategic insight on
6. 1. Iqra Ali Khan
transformation and thrive in a changing
2. Usman Khaliq
world through strategic consulting,
operational leadership, and the co-creation
of breakthrough solutions, including those
in mobility, sustainability, big data, and
cloud computing.
Two students were selected for internship
at Infosys, India
NUS, One student did internship in NUS, 2014
7.
Singapore Singapore 1. Bakhtawar Munir
The Global Business Institute (GBI) is
collaboration with the U.S. Department
of State and The Coca-Cola Company.
This multi-faceted, immersive program
was designed to give a select group of
Coca-Cola
students from across participating
Global
countries in the Middle East, North 2014
Business
8. Africa, and Near Asia the opportunity to 1. Omer Rizwan
Institute
learn about business in the context of 2. Omer Ali
Scholarship
American culture.
Program
Two students from GIK were selected
for the venture. Team Pakistan secured
second position in the international
competition.
Korean Government invited brilliant
South Korean students from major partner countries as
Government part of the 2014 Korean 2014
9.
Invitation Government Invitation Program which is 1. Ashaa Naveed
Program designed to provide students with an
invaluable experience in Korea. This
80
program offered by the National Institute
for International Education (NIIED) Korea,
is a fully funded cultural exchange
program inviting students from 48
countries all around the world and featured
a multitude of activities including lectures
on Korean history and field trips to
historical places such as the National
Museum of Korea.
One student from GIK was selected to

represent the country in this distinguished
program.
5.7 KEY PERFORMANCE INDICATORS (KPI) TO DEMONSTRATE

ES IN RELATION TO PLOS
A. The performance of students in relation to the PLOs is evaluated on the bases of

assignments, quizzes, course project, mid-term and final-term exam etc. These
assignments are created in such a manner that they fulfill one or more CLOs which in
turn fulfill the PLOs. Similarly, weekly or biweekly quizzes are conducted where
strict care is taken to correlate between the problems in the quizzes with PLOs. The
same criterion is followed in course projects as well. Each project is graded, based on
the number of CLOs and thus, PLOs that it fulfills. Students are required to take a
mid-term exam, (eight weeks after the start of the semester) and final-term exam,
(fifteen weeks after the start of semester). In these exams,
questions/problems/scenarios are posed which strongly map to PLOs while
challenging the learning ability of the students.
B. Final year project is where students use the knowledge gained throughout the course
of their study to develop a specific system using a research-oriented approach. After
choosing a specific area of interest, the students must adhere to the PLOs in their
research work. From experimentation to using modern tools, the students are asked to
work as a team, document every result and meet every deadline. This entire exercise
helps to stimulate professionalism within the students while enhancing their
communication skills. The students are advised against the plagiarism during their
final year project report writing and research. This helps to emphasize the importance
81
of professional ethics while meeting the PLOs. A mapping between the PLOs and the
final year project can be viewed in Annex D.
C. Student societies are where the students work as a group and organize events such as
debate competitions, coding competitions, robotics events and events related to
culture and drama. The experience gained during the organization of such events
polishes the interpersonal skills of students. They learn about team work, management
and leadership. These activities, while flourishing the personal skills of students, also
fulfill some of the PLOs. Quaid-e-Azam Gold Medal is awarded to student who
shows an overall best performance in academics as well as in societies every year.
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6 CHAPTER 6 FACULTY AND SUPPORT STAFF
This chapter contains the required information about the faculty and support staff of FEE.
Competency of faculty towards the implementation of OBE is deliberately encompassed.
Faculty recruitment procedure, their evaluation, retention policy, and sufficiency of support
staff are also discussed.
6.1 STRENGTHS AND COMPETENCIES OF THE ACADEMIC STAFF
There are three program areas of specialization in which a total of 15 core and 20 elective
courses are offered. Number of faculty members with each area of specialization is given in
Table 6.1.
Table 6.1. Summary of faculty with area of specialization.
Number of Number of
faculty Faculty
Courses in the area
Program area of specialization members with members
MS degree with
Ph.D. degree
Communication and Digital Signal Core: 5
2 3
Processing Electives:5
Core: 6
Microelectronics and ASIC Design 2 3
Electives: 2
Core: 4
Electric Power and Control System 3 3
Electives:4
Core:15
Total 7 9
Electives:11
*Number of sections in each course depends upon the number of students. Currently, in any
section there are not more than 45 students. The list of core and elective courses is given
below.
6.1.1 Communication and Digital Signal Processing
Core
1. Signals and Systems
2. Probability and Random Variables
3. Communication Theory
4. Electromagnetic Fields and Waves
5. Digital Signal Processing
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Elective
1. Communication System Design and Performance Analysis
2. Cellular Mobile Communication Systems
3. Satellite Communication Systems
4. Microwave Engineering
5. Image Processing
6.1.2 Microelectronics and ASIC Design
Core
1. Electronics I
2. Electronics II
3. Logic Design
4. Computer Architecture
5. Microprocessor Interfacing
6. Solid State Electronics
Elective
1. Introduction to ASIC Design
2. Digital Integrated Circuits
6.1.3 Power and Control
Core
1. Circuit Analysis I
2. Circuit Analysis II
3. Electric Machines
4. Control Systems
Elective
1. Power Systems Analysis
2. Power Systems Protection and Control
3. Power System Design
4. Digital Control System
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6.2 FACULTY RECRUITMENT
There is a clearly defined faculty development program, in which Teaching Assistants and
Research Associates can do MS and PhD studies in the GIK Institute to improve their
qualification along with the job. The details of the selection process and benefits are given
below.
6.2.1 Procedure for Recruitment of Faculty
Following are the rules and procedures followed for recruitment of faculty,
(A) General
(1) All appointments in the Institute shall be made in accordance with the prescribed
method.
(2) The terms of appointment and conditions of service in the Institute shall be governed
by the Institute Rules.
(3) Appointments to various posts in the Institute may be made on a regular contract basis
by direct recruitment, transfer, promotion, deputation, or otherwise as specified.
(4) Appointment on regular basis means appointment for an indefinite period, whereas
appointment on contract means appointment for a specific time period only and
extendible as long as the services of an individual are required.
(5) The officers and staff shall be selected with a view to achieving their stated
objectives. All appointments shall, therefore, be made on merit as determined by the
Selection Committee to be appointed by the Rector.
(B) Conditions of appointment
(i) Every appointment in the Institute shall inter alia be subject to the conditions that:
a) There is an approved vacancy.
b) The candidates recommended for appointment fulfills the minimum

requirements specific for the post with regard to educational qualification,
experience, publications (if applicable) age etc. The specified conditions may
be relaxed in exceptional cases by the Rector.
85
c) Selection is made through a designated Selection Committee; who may seek
letters of references / recommendation from appropriate sources if considered
necessary.
d) The appointment of foreign nationals shall be subject to clearance from the

Ministry of Interior and other agencies, if any, required under the Laws of
Government of Pakistan.
e) The appointment offer shall be in the prescribed manner.
f) The candidate shall produce a physical fitness certificate from a Medical

Doctor of the prescribed hospital.
g) Original degrees, certificates and other requisite testimonials may be verified

by the officer in charge of the Establishment Department after joining of the
candidate.
(ii) The appointment of each employee shall be notified to the concerned people in the
GIK Institute in a prescribed manner after the employee joins the Institute.
(iii) All contracts shall initially be for a period of two years.
(C) Appointment authorities
Appointments in various posts in the Institute shall be made on recommendations of the

prescribed Selection Committees constituted by the authorities as follows:
6.2.2 GIK Institute Rules for Selection, Appointment of Faculty
(1) The faculty of the Institute shall be selected strictly on merit with a view to achieving
its stated objectives and the basic criteria for their selection shall be the highest
standard of competence, integrity and efficiency.
(2) Appointments to the following posts in the Institute shall be made by the President,
SOPREST on the recommendations of the Standing Selection Committee (SSC),
subject to the fulfillment of the minimum requirements indicated against each below:
Research Associate: Master's degree in the relevant discipline from a

recognized university abroad or acceptable equivalent
86
Assistant Professor: Ph.D. in a relevant discipline from a recognized
university abroad or acceptable equivalent, preferably
with some publications in the refereed journals of
international repute. The applicant should have
demonstrated the capability to conduct independent and
original research.
Associate Professor: Ph.D. in the relevant discipline from a recognized

university abroad or acceptable equivalent with five (5)
years’ service as Assistant Professor and six (6)
research publications in the refereed journals of
international repute. Two years industrial experience in
an organization of international repute will be
considered equivalent to one year of teaching and
research experience in the university. The applicant
should have demonstrated the capability to conduct
independent and original research.
Professor: Ph.D. in the relevant discipline from a recognized

university abroad or acceptable equivalent with six (6)
years’ experience as Associate Professor and 12
research publications in the refereed journals of
international repute or 11 years post Ph.D. teaching and
research experience with 12 research publications in
refereed journals of international repute. Two years
industrial experience in organizations of international
repute will be considered equivalent to one year of
teaching and research experience in the university.
Candidates for Professorship must have demonstrated
that their research achievements have had a recognized
impact on the advance of knowledge in their subject
area (s).
87
(a) Faculty Promotions
Basic Guidelines: Promotions to various posts in the Institute shall be in accordance with
the prescribed method and shall be governed by these rules. A faculty member may be
considered for promotion to a higher post on the fulfillment of the prescribed requirements.
However, his/her eligibility shall not confer on him any right for promotion.
a. The promotion process aims to advise the Institute on the suitability of
promotion of a candidate and also provides feedback to the candidate through
the appropriate Dean/Chairperson of his/her performance in teaching,
research, professional activities, and university service.
b. The promotion process shall be used to encourage academic excellence,
rectify mediocrity and marginal contribution in a fair and constructive manner
while adhering to acceptable international standards and criteria.
c. Cases for promotion in each faculty and Humanities Program may be
considered twice in a year and the minimum prescribed requirements in terms
of service and publications shall be reckoned up to the 31st day of December
each year and promotion shall be effective from 1st July of the succeeding
year.
d. There shall be no promotion with retroactive effect.
Exceptional Cases: The appointing authority may, however, in exceptional cases, on

recommendations of the Standing Promotion Committee (SPC) for reason to be recorded,
relax promotion the criteria as prescribed above.
Guidance for the SPC: SPC when examining cases for promotion shall inter alia be guided
by the following considerations:
a. Teaching assignments including supervision of students projects
b. Quality of teaching of the candidate must be a minimum rating of "A" (good)
for the last three years in the annual evaluation report maintained by the
institute
c. Quality of publications and research work
d. Number of publications and authorship (sole, principal, second or third etc.)
e. Reputation and standard of refereed journal(s)
f. Participation in conferences, seminars, workshops and symposiums etc.
88
g. Number and quality of conference papers (citation index)
h. Other academic contributions such as improvement of curricula, writing of
book(s), establishment of laboratory and continuing education program, etc.
i. Contribution in organizing various events like convocations, open house,
student’s internship, placement of graduates etc.
j. Contribution in terms of funded research projects / contracts.
k. Contribution in organizing extracurricular activities of the students.
Promotions to positions in the Institute shall be made by the President of SOPREST, on the
recommendation of the Standing Promotion Committee (SPC), subject to the fulfillment of
the minimum requirements prescribed below.
Minimum Eligibility Criteria

Assistant Professor: Ph.D. in the relevant discipline from a recognized university abroad or
acceptable equivalent, preferably with some publications in referred journals of international
repute. The applicant should have demonstrated the capability to conduct independent and
original research.
Associate Professor: Must be a PhD with five (5) years’ service as Assistant Professor and
six research publications in refereed journals of international repute. Candidate shall have
rendered at least three years’ service in the GIK Institute and remaining two years’
experience should be teaching and research in a university of international repute. The
applicant should have demonstrated the capability to conduct independent and original
research.
Professor: Six (6) years’ service as Associate Professor with 12 research publications in
refereed journals of international repute or acceptable designs or patents. Candidate shall
have rendered at least four years’ service in the GIK Institute and the remaining two year
experience should be teaching and research in a university of international repute.
Candidates for promotion to Professorship must demonstrate that their research achievements
have had a recognized impact on the advancement of knowledge in their subject area (s). For
promotion to position of Professor three foreign referees will be consulted from a panel
consisting of three names submitted by the candidate and nominees of the Pro-Rector or
Rector. These referees must be in the relevant field and should not have worked with the
candidate during the previous three years. At least two of the three evaluations must be
unambiguously positive. Figure 6.1 shows the distribution of MS and Ph.D. qualified faculty
members
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Figure 6.1. Faculty qualification wise distributions.
Figure 6.2. Faculty degree origin wise distributions.

For details on faculty strength kindly see Annex I
For faculty summary kindly see Annex J
For faculty workload details kindly see Annex K
(b) Faculty Evaluation
Once a year each faculty member needs to fill “Annual Academic Record” form. In this form
the faculty member has to clearly show his/her annual performance. This form is
countersigned by the dean and sent to the Pro-Rector for further action. This form also has
the student’s evaluation section, which helps in monitoring the teaching capabilities of the
teacher.
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For promotion, a faculty member has to fulfill the minimum requirements for the higher post.
Minimum requirements for the post of an RA, assistant professor, associate professor and
professor are elaborated in Section 6.2.2.
(c) Usefulness of Evaluation Results
Evaluation results are communicated to the respective faculty member so that he/she can
improve his/her weaknesses. This procedure is repeated usually once a year.
6.2.3 The Process of Delivering Course Material
The processes and procedures are in place to ensure that teaching and delivery of course
material to the students emphasize active learning and that course learning outcomes are met.
The processes are periodically evaluated.
(a) Effective Teaching
Student attendance is enforced in each class. Failing to attend 80% of total number of classes
disqualifies a student to appear in the final exam. Lectures halls are equipped with overhead
projectors, desktop projectors and white board to ensure convenient delivery of lectures.
Students are frequently tested with quizzes along with midterm and final exams. A semester
long course project is also given to student in courses to encourage their active participation
in the course.
(b) Evaluating Teaching
At the end of each semester, the course is evaluated for its contents and method of delivery
by students. The course instructor is notified if there’s any room for improvement highlighted
by the evaluation by the Dean office.
(c) Obtaining Feedback
To measure the successfulness of the program, an industry survey form has been developed
and sent to those industries where our students are serving. The form is on-line and can be
easily filled.
The feedback about the quality level of the students is determined using factors both internal
as well as external. Following are some of the most common indicators.
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(c-) Feedback from Courses
The most straightforward way to analyze whether the students meet the minimum level of
quality is obtained from the course results. This information is used to see whether the
performance and the understanding of the graduating batch are up to the required standard.
Some instructors with their years of experience at hand are also able to provide useful
information when they teach the same course to two different batches of students.
(c-ii) Feedback from Employers
Feedback from courses is not the only way to gauge the level of quality of the graduates.
Most students manage to find employment in various leading technical or managerial
organizations both locally as well as globally and feedback from the employers as well as the
progression of their careers acts as a suitable indicator. Many companies that used to visit the
GIK Institute’s Open House and Project Fair (held in April every year) also commend the
quality of the students that they have hired and cite it as one of the principal reasons for their
regular return to GIK’s Project Fair each year. Earlier, however, this input was not properly
documented and emerged in conversation between the representatives of companies and the
faculty.
(c-iii) Feedback from Alumni
The institute’s alumni are actively involved and their forum also provides us with useful
suggestions on how to improve the quality of education in not only academic content but also
in terms of academic atmosphere. Some of the alumni are also currently teaching inside the
department and the Institute continuously benefits from their feedback.
(d) Suggestions for Improvement
The procedure, though in place in essence, could do with standardization and greater
documentation. Greater amount of feedback ought to be attained from foreign and local
universities where our students head to. It is suggested that GIK may request the universities,
with the consent of the students, to analyze transcripts of the students to evaluate whether the
students lag/succeed in various facets of their studies. For instance it might transpire that
certain students lack proper mathematical skills, or perhaps an experimental background and
this information may be used to improve the situation at home.
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(e) Student Teacher Ratio
Dedicated Faculty (100%) 10

Shared Faculty (25% of regular strength of faculty) 02
(GA’s strength) 02
Total Faculty 14
Total currently enrolled students 296
Student –to- teacher ratio (296/14) = 21: 1
6.3 FACULTY WORKLOAD FOR EFFECTIVE TEACHING
Faculty members are required to teach two courses in regular semesters (Spring and Fall) and
are assigned teaching load during summer semester with their consent only. This procedure
gives the faculty members ample time for their research and professional development.
Academic load on faculty members is two three-credit-hour courses per semester. According
to the contract with the Institute they have to work for forty hours a week. In the time outside
the classroom, they are expected to perform other departmental duties and do research.
Faculty members are assigned the summer courses on their consent. Thus summer time of
three months can also be used by faculty members for their research and professional growth.
The FEE has a good number of publications each year which shows excellence in research.
Selected publications of the FEE can be found in the Exhibit Room.
6.4 PROCESSES FOR FACULTY DEVELOPMENT, TRAINING AND

RETENTION
6.4.1 Faculty Development Program
There is a very clearly defined faculty development program, in which a Teaching Assistant
and Research Associates can do MS and PhD studies at the GIK Institute to improve their
qualification along with the job. The details of the selection process and benefits are given
below.
Graduate Assistant (GA-1): Graduate Engineer having first class F.Sc and BS (Engg.) with
minimum CGPA of (3.00/4.00) or equivalent may be admitted on open merit (based on test
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and interview) with full waiver of tuition fee and single accommodation plus monthly stipend
of Rs. 15,000. GA-I is expected to assist the faculty in teaching and research activities for 20
hours per week in consideration of the stipend.
Graduate Assistant (GA-II): Graduate Engineer having First class F.Sc, BS (Engg.) with
minimum CGPA of 3.00/4.00 or equivalent and two years service in the Institute with annual
performance ratings as “Very Good” may be admitted on open merit (based on test and
interview) with full waiver of tuition fee, single accommodation plus monthly stipend of Rs.
20,000. GA-II is required to assist the faculty in teaching and research activities for 20 hours
per week in consideration of the stipend.
Research Associate (GA-III): Graduate Engineer having first class F.Sc, BS (Engg.) and
MS with minimum CGPA of 3.50/4.00 or equivalent and one publication in a refereed journal
and five years service in the Institute with three consecutive “very good” annual performance
ratings may be admitted on open merit (based on test and interview) with full waiver of
tuition fee, single accommodation plus monthly stipend of Rs. 75,000. GA-III is required to
assists the faculty in teaching and research activities for 20 hours per week in consideration
of the stipend.
Furthermore, key points for faculty attraction include
 Sponsored attendance at national symposia, workshops and conferences.
 Availability of PhD option for all MS/MPhil faculty members with MS/Mphil
degrees.
 Availability of MS option for all BS/MSc faculty members with BS/MSc degrees.
 Already in place promotion system for all faculty members.
 Competitive salary and benefits package, which are reviewed periodically.
 On average a teaching load of six credit hours per faculty member per semester.
6.4.2 Faculty Retention
In addition to attractive salary packages, faculty members are offered the following
incentives:
 Free medical facilities for self, spouse and children at Campus Hospital
(including outdoor specialized treatment) at the panel hospitals
 Subsidized schooling facility at Campus School up to 12th grade
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 Contributory Provident Fund (CPF): 10% basic salary of the employee and
equally contributed by the Institute after two years continuous service and
subject to the application by the concerned employee
 Group Insurance Scheme
 Free shuttle service from Topi to Islamabad/Peshawar and back on weekends
 Provision of faculty club facilities at campus
 Provision of sports and gym facilities at campus
 Internet facilities for research and academic purposes
Above mentioned procedures and incentives helps the GIK Institute in retaining faculty.
GIK Institute always tries to keep the faculty motivated and involved in various academic and
research activities. A faculty survey has been conducted and results show that faculty is
satisfied regarding:
 The intellectual stimulation of work
 Interaction with students
 Cooperation from colleagues
 Administrative support from department
 Overall climate of the department and the Institute
6.4.3 Faculty Activities
Dr. Nisar Ahmed, Dean, FEE is an active member of PEC. Dr. Zia Ul Haq Abbas has joint
research collaboration with University of Agder Norway in its Agder Mobility Lab. Dr.
Karimov made a research collaboration between GIK Institute of Pakistan and “Center for
Innovative Development of Science and New Technologies” of Academy of Sciences of
Tajikistan. His students had projects with these persons. Mr. Mehran Bashir has conducted a
workshop on Labview software for EE students in September 2014. Dr. Adnan Noor has
conducted workshop on HFSS version 14 (license purchased by FEE) for faculty and
students. Faculty has published two patents in 2015 as given in Table 6.2.
Table 6.2 Innovation and Knowledge Transfer- Patents
Sr. No. Patent Title / Faculty Member Place and Date of Issue
1. Controller of Photo-Voltaic System Department of The Republic of Tajikistan – 7.8.2015

Prof. Dr. Khasan S. Karimov
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2. Solar Hybrid Collector Department of The Republic of Tajikistan – 8.4.2015
Prof. Dr. Khasan S. Karimov
A list of seminars/workshops held in FEE for year 2015 is shown in following Table 6.3
Table 6.3. Faculty Activities.
Conference/Seminar/workshop Activities Calendar for the year 2014
Ghulam Ishaq Khan Institute of Engineering Sciences and Technology (GIKI)
Name of Dean Dr. Nisar Ahmed

S. Resource Credit Fee
Title Category/Type Location Dates Collaboration
No Person Points (Rs)
Seminar on
Mechanical
Engr.
1 design of Short Course GIKI February - - N/A
Memon
Robot 2015
Sajid
1 Day
workshop Engr.
March
2 on MS Short Course GIKI - Ahmad - N/A
20145
Visio Rasheed
(2003)
Engr.
Inzamam
Introductio
Anwar
n to -
3 Short Course GIKI & Engr. - N/A
Labview September
Zain-ul-
20145
Abideen
6.5 SUFFICIENCY AND COMPETENCY OF TECHNICAL AND

ADMINISTRATIVE STAFF
The Faculty of Electronic Engineering has six TAs, sixteen Gas, four lab engineer, and ten
lab personnel including two Technicians and three Attendants. Each lab is supervised by the
course instructor and conducted either by a TA or a GA who is well-trained and experienced
in his/her respective domain. The scope of responsibilities of TAs and GAs also include
assisting the instructor in grading of assignments and quizzes and maintaining the attendance
record. The FEE has a total of ten labs. Students have a 24/7 access to these labs during
working days. The purpose of these labs is to enhance the classroom learning. Specialized
software’s are available on these computers that support the courses. All the labs are
equipped with the necessary modern tools and the state of the art equipment. Following is a
list of laboratories used for BS (EE):
 Wave Propagation and Antennas Lab
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 Electric Machines Lab
 Logic Design Lab
 Circuit Analysis-I Lab
 Electronics-I Lab
 Electronics-II Lab
 Computer Architecture Lab
 Communication Systems Lab
 Signals and Systems Lab
 Digital Signal Processing Lab
 Process Control and Automation Lab
 Microprocessor Interfacing Lab
 ASIC Design Lab
 FYP Lab
There must be adequate support personnel for instruction and maintaining the laboratories.
There is one lab engineer and appropriate number of technical staff responsible for each lab
in the faculty. A technician is responsible for the maintenance of all labs and to help in
conducting the experiments. This support is mainly in the form of maintenance, inventory
management and control. For the allied staff in labs of FEE, see Table 6.3 and Table 6.4.
Table 6.3. List of Full-time Teaching Assistants/Graduate Assistants.
Details of Qualifications Joining

Name PEC # Lab Handled
Degree Year Institution Date
Aug. Digital Logic
1 M. Salman Applied for BS 2013 GIKI
2013 Design
Assad Aug. Signals and
Applied for BS 2014 GIKI
2 Khaliq 2014 Systems
Abdullah Aug.
Applied for BS 2014 GIKI Circuit Analysis
3 Nisar 2014
Mr.
HITEC Jan.
4 Habib-ullah Applied for BS 2013 Circuit Analysis
Taxila 2014
Manzoor
Muhammad UET, Jan, Microwave
5 Applied for BS 2013
Farhan Peshawar 2014 Engineering
M.
UET, Aug.
6 Mussawer Elect/41581 BS 2013
Peshawar 2014
Parvez Circuit Analysis
UET, Jan
7 Ijaz Ahmed Applied for BS 2014 Circuit Analysis
Peshawar 2015
Jan.
8 Adnan Jafar Applied for BS 2014 IUB, Bwp Electronics I
2015
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Attiq UET, Aug Circuit
9 Applied for BS 2014
Ahmed Peshawar 2015 Analysis
Noman Aug Microprocessor
10 Applied for BS 2014 GIKI
Bashir 2015 Interfacing
Zain Ul Aug Electric
Abideen 2015 Machines
Adil Aug Microprocessor
Mohammad 2015 Interfacing
Aug
13 Iqra Kiran Applied for BS 2015 UET, Taxila
2015
Table 6.4. List of associated staff.

S.
Name Qualification Designation Joining Date
No.
1 Muhammad Ayaz Matric Lab. Attendant Sep, 1993
2 Javed Abbas F.A Lab. Attendant June 1995
3 Gul. Hanif D.A.E Technician June, 1995
5 M. Arshad M. A Office Attendant Oct, 1996
6 Iftikhar Ali B.A Storekeeper May, 1995
7 Ikramullah M. A P.S April, 2008
8 Raees Khan Matric Office Attendant Jan, 1994
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7 CHAPTER 7 FACILITIES AND INFRASTRUCTURE
In this chapter, facilities of labs, classrooms and infrastructure of institute are provided.
7.1 ADEQUACY OF TEACHING AND LEARNING FACILITIES
The faculty has a video-conferencing facility that is actively used for various purposes. This
facility is utilized for organizing online seminars and lectures. It is also used to interview
potential candidates for faculty positions and to conduct technical session for students. The
video-conferencing facility is located at the Workshop Room adjacent to the Agha Hasan
Abedi Auditorium. The Room is equipped with LifeSize® Room 220™ System for high-
definition H.323 multipoint video-conferencing and a high-resolution interactive smart board
digital projector.
Figure 7.1. Main Lecture Hall.
The room provides seating for 60 participants and is equipped with conference
sound/microphone system. The institution also has the infrastructure to support new trends in
learning such as e-learning, a few of which are described below:
 More than 200 computers are available for both faculty and students.
 A 94Mbps internet connection is available for both students and faculty through HEC-
PERN.
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 In addition, DSL connections providing a total of 14Mbps bandwidth have been made
available at various locations to facilitate students and staff.
 To facilitate information exchange, the Institute has set up one of the largest (in terms
of number of nodes and physical area covered) local area networks amongst
educational institutions in Pakistan, connecting all faculties, administration, the
central library and all student hostels.
 This infrastructure is being controlled and maintained through the Central Processing
Unit (CPU) room and the Hardware Laboratory.
 The CPU room has a number of high-speed server-class machines and equipment
including Sun Enterprise server and Ultra(s), Dell Dual Core Intel Xeon Server
(Power Edge 2900 System), SGI Origin 200, Intel d Dual-processor, Cyclade board(s)
Cisco router(s), and Layer-3 switches.
 Two servers are dedicated for students and faculty one of which is used for course
registration, attendance and to keep the students updated. while other server (data
bank server) is used for sharing of software and books etc. with the students and
faculty.
 All these servers are running on 24/7 basis and are backed up with un-interrupted
power supply which is capable to support 3-5 hours of operation after power failure.
7.1.1 Classrooms
All the classrooms are spacious and have heating and cooling system. Each lecture hall has its
own dedicated computer, multimedia overhead projector and another projector for
transparencies. In each lecture hall there are also at least 3 white boards of full size.
7.1.2 Faculty Offices
Offices are located at easily accessible place. Faculty offices are connected with central
heating and cooling system. Each faculty member is provided with an i7 computer. Each
faculty member also has access to high speed Internet, online journals and libraries.
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7.2 FEE LABORATORIES
Keeping in mind the needs of today and the future, this faculty has an assortment of
equipment and facilities for the students so that they can cope up with the fast changing
technology. It provides them with the opportunity to learn and understand the concepts of
electronics and constructively transform them to practical use. Laboratory
manuals/documentation/instructions for experiments are available and readily accessible to
faculty and students.
The research labs are well-equipped and constant modernization effort is undertaken to cater
to the research needs of the department. Research equipment and procedures are properly
documented in the labs for easy access of faculty and students. Furthermore, it is worth
mentioning that, the Pakistan Engineering Council (PEC) has accredited our program and the
visitors appreciated the facilities provided to students are comparable at national and
international level institutes. Laboratory facilities are listed in Table 7.1. Figure 7.1 shows the
glimpse of students working in FEE labs.
Table 7.1. Details of laboratories.
Name of
Lab(s) of Course(s)
Sr. Laboratory Type(s) of Nature of Students/
Conducted in the
No. (Staff Names-- Workstations Experiments workstations
Lab.
Qualifications)
Workbenches, each
with Power-supply,
Signal Generator,
1 Logic Design Lab Logic Design Oscilloscope, Hands-on 2
Multimeter,
Breadboard,
Components
Trainers, Burners,
Microcontroller Microprocessor
2 Computers, Hands-on 2
Interfacing Lab Interfacing
Microcontrollers
Workbenches, each
with Power-supply,
Circuit Analysis-I
3 Circuit Analysis-I Signal Generator, Hands-on 2
Lab
Oscilloscope,
Multimeter
Power supplies,
Motors, Tachometers,
Electric Machines Demonstration
4 Electric Machines Transformers, PLC 5
Lab /Hands-on
Trainers PLC Modules
Conveyor Belt module,
5 Signals and Systems Signals and Computers, DSP kits Hands-on 1
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Lab Systems DSK_C6713
Wave Propagation Spectrum Analyzer,

Wave Propagation Demonstration
6 and Antenna Design Wave propagation lab 5
and Antennas /Hands-on
Lab equipment
Workbenches, Signal
Generator,
Oscilloscope,
7 Electronics-I Lab Electronics-I Hands-on 2
Multimeter,
Breadboard,
Components
Trainers, Burners,
Computer Computer
Architecture Lab Architecture
Microcontrollers
Workbenches, each
with Power-supply,
Signal Generator,
9 Electronics-II Lab Electronics-II Oscilloscope, Hands-on 2
Multimeter,
Breadboard,
Components
Power supplies,
Control Systems Motors, Tachometers, Demonstration
10 Control Systems 5
Lab Transformers, PLC /Hands-on
Trainers PLC Modules
Digital Signal Digital Signal Computers, DSP kits

11 Hands-on 1
Processing Lab Processing DSK_C6713
Spectrum Analyzer,
Communication Communication Demonstration
12 Wave propagation lab 5
Systems Lab Systems /Hands-on
equipment
Introduction to Computers,
13 ASIC Design Lab Hands-on 2
ASIC Design Microcontrollers
Computers, and the

FYP Lab Dedicated for Final
14 equipment required by Hands-on 4
Year Projects
each FYP group
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Figure 7.1. FEE Laboratories.
Details of Laboratories are given as follows
1. Digital Logic Design Lab
This lab is meant for the understanding of fundamental digital logic related concepts and
contains 30 sets of oscilloscopes, digital trainers, digital multi-meters (DMMs), function
generators and support accessories. Starting with simple universal NAND/NOR gates,
students learn to design and implement different combinational as well as sequential circuits
taught in the associated theory class. The lab is also used for Electronics-II.
2. Microprocessor Lab
The laboratory provides am insight to a typical microprocessor and microprocessor-based
systems. Used in two courses, Computer Architecture and Microprocessor Interfacing, this
laboratory is equipped with trainers designed to provide comprehensive hands-on training
employing the latest state-of-the-art technology. An 8-bit Microcontroller Training System,
used in this lab employs a modularized approach to teach microprocessor architecture,
assembly language programming, and interfacing concepts and its applications. In addition to
these trainers, this laboratory is also equipped with a universal programmer used to program
microcontrollers of different types as well as EPROMs.
3. Simulation Lab
This lab has 30 networked core i5 PCs with various software packages installed including
MATLAB, PSpice and Microsoft Office. MATLAB is used for running exercises of Signals
and Systems, Control Systems, Digital Communication Systems, Digital Signal Processing
and Digital Image Processing. PSpice, a simulation tool for analyzing electric and electronic
103
circuits, is used in the labs of Circuit Analysis I and II and Electronics I. MATLAB and
PSpice can also be used to simulate the results of the tutorial and assignment problems in the
course of Power Electronics. This lab is also equipped with 12 DSP kits of Texas and
Instruments.
4. Electric Machines Lab

The students, in this laboratory, augment the concepts about the fundamentals behind the
working of transformers and the rotating machinery. The laboratory is equipped with single
and three-phase transformers, induction motors, synchronous generators and motors, DC
generators and motors, and DC and AC power supplies. The students also learn practically
the synchronization of two electricity networks and the power flow between them. The
laboratory has both the electrical and mechanical loads, and a number of tests and monitoring
equipment such as watt-meters, power-factor meters, voltmeters, ammeters and frequency
meters etc. The students can also learn to interface the transformers and rotating machinery
with a PC so that they can monitor and control the operating parameters automatically.
5. Wave Propagation and Antenna Lab

This lab contains microwave training systems, antennas, waveguides, and transmission line
demonstrators suitable for the study of generation, propagation, and reception of microwave
signals. This lab is used in connection with Wave Propagation and Antennas and Microwave
Engineering courses. It is equipped with five advanced TLD 5411 and MWT.
6. Analog Electronics Lab

There are two analog electronics laboratories in the faculty. In these labs, there are a total of
60 sets of oscilloscopes, trainers, power supplies and fundamental generators. These labs are
used for the courses of Circuit Analysis I and Electronics I. The labs augment the
corresponding theoretical knowledge. On the basis of experiments in these labs, the students
also learn about the limitations associated with the equipment. The labs also help to enhance
students’ knowledge in fundamental analog design concepts.
7. Process Control and Automation Lab

This laboratory offers a unique opportunity to familiarize with the programmable logic
controller (PLC) structure and learn their programming techniques. PLCs are attached with
models to demonstrate different functions and understand their applications. These models
include Traffic Light Model, Surface Treatment Chariot Model and Pneumatically Controlled
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Robotic Arm. Controls Lab is also equipped with models that demonstrate and give practical
knowledge about different theoretical concepts studied in Control Systems course, such as
PID control, state feedback control, positional control, speed control etc. These models
include Digital Inverted Pendulum, Digital Servo Workshop, Magnetic Levitation Unit, Twin
Rotor MIMO system and Analogue Computers.
8. Communication Systems Lab

The faculty has a comprehensive Communication Systems Laboratory which covers both the
analog and digital communication systems. The central equipment of the lab is a set of
training panels, which have built-in modules ranging from angle modulation to coding of
digital data. The panels are equipped with 200 KHz function generators, noise generators and
spectrum analyzer modules to help set up various experiments. In addition to this, the lab is
also equipped with universal MCU-controller trainers and computers. There is also a
telephone switching module, and optical fiber transmitter and receiver trainers. Four digital
analogue Biskit analyzers are also included.
9. ASIC Design Lab

This laboratory is equipped with the latest design software such as MAX+PLUS II/Quartus II
Design SW version 4.2, VHDL/Verilog HDL Synthesis and Simulation Tools, SOPC version
2.7 Builder System Development Tools, MegaCore IP Library and FPGA programming
SW/HW. The laboratory has also Xilinix Foundation 5.1 series Design SW, Mentor Graphics
Leonardo Spectrum version 2002e synthesis tools and Mentor Graphics ModelSim 5.8e
installed on number of latest PCs. Moreover, it is equipped with number of Alter’s UP-2
Development boards with Byte Blaster MV download cables plus and Sparten-IIe and XCV-
1000 ASIC Development boards. This lab is used with courses such as Logic Design and
Introduction to ASIC Design.
7.3 THE LIBRARY
The library of a successful academic institute must possess an up-to-date technical collection
relevant to the program and must be adequately staffed with professional personnel. The
details of GIK Institute’s library are as follows:
 The Institute has a central library. The central library houses an appreciable number of
course/text and reference books in addition to relevant journals.
105
 New books are regularly added according to students or faculty’s requirements.
 About 20,000 volumes of selected books according to the needs of teaching staff and
students of all faculties are available.
 At least 3500 of these books are of direct relevance to FEE.
 A large number of abstracts, reports and proceedings are also part of the libray.
 Students can borrow textbooks from the library. Also low price editions are available
to students through the library as well as through the campus bookshop.
 Additionally, the following online resources are available:
o Online system, upgraded in 2008 to KOHA open source software
o CD ROM for bibliographic information
o CD ROM on different subjects (more than 300)

o Audio visual cassettes on technical subjects (more than 200)
o Reproduction unit including printing press
o Database of journal holdings
o Database of e-books
o Internet (through PERN as well as DSL)
o Limited access through HEC Digital Library through LUMS
o Online access through IEEE and ACM for individuals
o 22 current journals and magazines
o 17,000 back dated volumes
o Database of current contents (with abstracts) on disk covering 1015 journals in

Engineering, Computing, and Technology.
The library has subscription to following periodicals:
1. The Economist 2. Time
3. Newsweek 4. Readers Digest
5. Popular Science 6. Popular Mechanics
7. Herald 8. Mechanical Engineering

106
9. Material Science and Technology 10. Discover
11. Scientific American 12. New Scientist
14. Energy Update 15. National Geographic
16. Pakistan Library &Information Science Journal
17. Physics Today (online) 18. Nature Materials
Fig 7.2 shows a view of GIK Institutes central library.
Figure 7.2. Central library.
FEE has following society memberships to support research activities.

1. IEEE 8. IEEE Trans on Smart Grids
2.IEEE Antenna and propagation society
3.IEEE Control System Society 9. IEEE Education Society
4.IEEE Electron Device Society 10. IEEE Electromagnetic Compatibility
5.IEEE Power Electronics Society 11. IEEE Instrumentation and Measurement
6.IEEE Power and Energy Society 12. IEEE Sensor Journal
7. IEEE Signal Processing Society
HEC Access
Science Direct (Journal title of electronics and electrical engg. 109 title)
IEEE Societies Journal Publication DVDs:
IEEE Communication Society 1953 - 2004 ( 3 DVDs set)
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IEEE Signal Processing e-Library 1950 -2001
IEEE Control System Society 1956 - 2001 different collection
IEEE Antennas and Propagation Society 1952-2000
IEEE Computer Society 1997
7.4 COMPUTING INFRASTRUCTURE AND FACILITIES
The department has adequate computing facilities. FEE has computers available to its
students in the following labs
1. Simulation Lab (No. of PCs >40)
2. Microprocessor Lab (No. of PCs > 20)
3. ASIC Lab (No. of PCs=10)
4. Final year Project Lab (No. of PCs=20)
FEE also has access to the following computing facilities within the Institute (GIKI)
1. Computer Lab (FCSE)
2. Computer Custer (FCSE)
All students also have Internet access in their hostel rooms. New trends which bring ease at
student and faculty level are always welcomed by FEE. For example, for the last two years,
FEE is running a local course website (accessible within the Institute). From this website
students can access course related materials like lecture slides, results etc. Important
announcements are also made on this website (which is also automatically e-mailed to the
concerned students.
Semester result of students is announced at the website of GIKI, (http://www.giki.edu.pk).
One the website, by entering the registration number and date of birth, students can see their
results. Course registration process is also online. Students can register the courses right away
from their hostel rooms. Batch advisors can also see the progress of students at GIK Institute
website. The university computing infrastructure and facilities are adequate to support
program objectives.
 All faculty members and students have adequate access to the state-of-the-art
computing facilities. These include high-end PCs (Core-i5, Core-i7) and servers (Coe-
2 Duo Nehalem Xeon).
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 The computing facilities in general are similar to those found in major reputable
universities. WiFi, however, is available around cafeteria and faculty lobby. Main
objectives of the facility are to:
a. Increase collaboration with research groups and academics based at

different universities
b. Improve Institute’s communication for corporate and industry linkages,
meetings and interviews.
c. Promote online workshops and seminars.
 List of Registered Software
1. Windows7 Professional N with SP1 (x86)
2. Windows7 Professional with sp-1 (x64 & x86)
3. Windows7 Professional N with SP1 (x64)
4. Windows 8 o Windows 8 (x86)
5. Windows 8 Enterprise (x86)
6. Windows 8 Debug Checked Build (x86)
7. Windows Server 2003 Standard
8. Windows Vista (SP2 x86 )
9. Windows Vista Enterprise
10. Windows Vista (SP2 x64)
11. Windows Server 2008 (Windows Server 2008 HPC x64 )
12. Win-XP professional with SP-3 (x86)
13. Antivirus
14. HFSS version 14
7.4.1 Safety Procedures for all FEE Labs
Safety measures are in place in all FEE labs. These include:
 In case of fire:
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 Turn the equipment off. If power switch is not immediately
accessible, take the plug off.
 If the fire continues, try to put it off using the FIRE

EXTINGUISHER. If possible, isolate the burning equipment from
the other surrounding equipment.
 Turn on the fire alarm by activating the nearest alarm switch in the
hallway.
 Call Emergency and Security department immediately
i. Emergency Dept. Phone Extension: 3206
ii. Security Dept. Phone Extension: 2666
 In case of injury or electric shock:
 Try to break the contact of the victim with live electric source. Use
an insulator such as firewood or plastic to break the contact. Do not
touch the victim with bare hands to avoid electrifying yourself.
 Unplug the faulty equipment. If main circuit breaker is accessible,

turn the circuit off
 If the victim is unconscious, start resuscitation immediately. Use

your hands to press the chest in and out to continue breathing
function. Use mouth to mouth resuscitation if necessary.
 Immediately call emergency and security.
i. Hospital Phone Extension: 2434
ii. Security Dept. Phone Extension: 2666
7.5 SUPPORT FACILITIES
A summary of the sports, auditorium, guest house, and other recreational facilities is given
below.
7.5.1 Sports and Recreational Centers
Students can take part in various sporting events during their free time. Throughout the
semester various sporting events such as cricket, indoor/outdoor football, basketball, table
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tennis, lawn- tennis, badminton, squash, chess and hockey tournaments are organized. The
Sports Complex along with a squash court, badminton court and a gymnasium also houses a
swimming pool for standards. Frequent hiking and jogging trips are also organized for
students in the hills behind the main buildings of the campus. Apart from media club,
Cultural Dramatic and Entertainment Society (CDES) also arranges movie nights and live
transmission of international sporting events for students and faculty. These events are very
popular in GIK Institute and are followed with great zeal and interest by the spectators. Also,
dinners and gatherings are arranged every month at the Faculty Club building for the faculty
and support staff.
Table 7.2 gives the summary of all recreational facilities and responsible bodies
Table: 7.2. A summary of recreational facilities and responsible bodies.

Events Responsible Body
Cricket tournaments GSS (GIKI Sports Society)
Football tournaments GSS
Hockey tournaments GSS
Chess competitions GSS
Table-tennis tournaments GSS
Badminton tournaments GSS
Squash competitions GSS
Basketball matches GSS
Swimming competitions GSS
Tennis tournaments GSS
Gym for workout Available at sports complex
Movie nights CDES (Culture Drama and Entertainment
Society) and media club
Music concerts CDES
Live transmission of sporting events CDES
Hiking and jogging GSS
Industrial trips ACM, AIAA, Science Society. etc
Plays CDES
Faculty club dinners and gatherings Coordinator Faculty Club
The following paragraph elaborates the facilities available at the GIK Institute in general and
at FEE in particular. Many of the facilities are shared where students and/or faculty members
from all the faculties share those facilities while some of the facilities are specifically used by
the FEE and its students. The list includes lecture halls, laboratories, library, examination
halls, student hostels, mosques, medical center, cafeteria, sports complex and other
recreational facilities. In order to ensure the effective delivery the Faculty of Electronic
Engineering has its lecture halls equipped with necessary infrastructure. Every lab at FEE is
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equipped with all the vital tools and equipment for reinforcing the classroom learning
environment. Figure 7.3 shows the front view of FEE.
Figure 7.3. Front View of FEE
7.5.2 Lecture Halls
FEE has four lecture halls (LH). namely, LH4, LH5, LH6 and MLH. LH4, LH5 and LH6 are
small lecture halls with a capacity of 100 students. MLH or the Main Lecture Hall can
accommodate up to 250 students. These lecture halls are equipped with white board,
multimedia projectors, overhead projectors, internet connectivity, PC, and micro-phone
system. Table 7.3 summarizes teaching aids available in these lecture halls.
Table 7.3. Details of lecture halls.

Lecture Hall Capacity Teaching Aids
Lecture Hall 4 (LH4) 100  Multimedia projector
Lecture Hall 5 (LH5) 100  Overhead projector
 White board
Lecture Hall 6 (LH6) 100  PC
Main Lecture Hall (MLH) 250  Internet Connectivity
 Micro phone System
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Figure 7.4. Main Lecture Hall.
7.5.3 Auditorium
Located at the center of the campus, the dome shaped structure of the auditorium with a lush
green background of Tarbela hills, presents a spectacular view. The seating capacity of the
auditorium is 535. Since its inception, the auditorium has been a venue of conferences,
debates, declamation contests, concerts, graduation ceremonies, movie nights, etc. A lavishly
furnished conference room, a seminar/workshop room, a cafeteria and a service center are
also part of this block. Figure 7.5 shows the Auditorium in the foreground of lush green
Tarbela hills.
Figure 7.5. Agha Hasan abedi Auditorium.
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7.5.4 Faculty and Staff Residences
The Institute is fully residential. Most of the faculty and staff of the Institute are
accommodated in independent houses and flats on the campus with bachelor as well family
accommodation.
Figure 7.6. Faculty residences.

Guest House
The first building which was constructed right at the inception of the GIK Institute was the
Guest House, shown in Figure 7.7, to accommodate guests for their short stay at the campus.
It is situated close to the main entrance of the GIK Institute and is centrally heated and air-
conditioned. Fully furnished, it contains ten bedrooms and a reasonable lounge for indoor
functions.
Figure 7.7. Guest house.
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7.5.5 Hostels
The accommodation facilities for students are available on campus. There are a total of 10
hostels for male students and one hostel for female students. These hostels are located at
walking distance from the faculty. Every room in the hostels is furnished with modern
furniture and necessary technical infrastructure. A proper heating system is in place for
countering the cold winter of Topi. An air conditioned common room along with a television
and a satellite receiver is also available to the students. The common room can accommodate
up to 80 students. Figure 7.8. is a snapshot of one of the hostels taken at night.
Figure 7.8. Hostel.
7.5.6 Sports Complex
The Sports Complex at GIKI is located in close proximity to students’ hostels. The complex
is spread over an area of 3100Sq. Yds with a covered area of 31500 Sq. Ft. The students can
also take part in various sporting events during their free time. Inside the complex, there is a
swimming pool of international standard with comprehensive facilities. Two standard Squash
courts and a Gymnasium are also available. The Gymnasium consists of a main hall and an
exercise room. Games like Basketball, Volleyball, and badminton table tennis can be played
on make shift bases inside the main hall of the Gymnasium. Figure 7.9 shows a glimpse of
the Gymnasium’s main hall, exercise room, squash court and swimming pool. Other facilities
inside the sports complex include lockers, showers, storage, checkroom, administrative
offices and refreshment rooms. A separate ladies gym is also operative in the sports complex.
A time slot is also dedicated for ladies in the main gymnasium.
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Figure 7.9. Basketball, Squash, Badminton courts.
Apart from sports complex, grounds are available for outdoor sports like tennis, basketball,
volleyball, football and cricket etc. Also hiking and jogging tracks are planned in the hills
behind the main buildings of the campus. Each semester, the Sports Complex hosts various
sporting events for the students. These events are followed with great interest by the
spectators.
Figure 7.10. Swimming pool.
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7.5.7 Medical Center
A Medical Center (MC) for fulfilling the health care needs of the students and employees and
their families is available right in the middle of the campus. The facilities available at MC
include a ten-bed ward, an Operation Theater and a pharmacy. A Radiology department is
also available at MC. An X-Ray machine is functional at the MC and additionally it has a
clinical laboratory where variety of tests can be performed for diagnostic purposes. The
operating staff includes a medical specialist, a gynecologist, a physician and a radiographer,
trained nurses and paramedical staff. Figure 7.11 shows a front view of the Medical Centre at
GIK Institute. 24/7 medical services are available to faculty and students.
Figure 7.11. Medical center.
7.5.8 GIKI College
The founding fathers of the Institute were conscious of the need for providing good education
to children of the employees. Keeping this objective in view, the GIK Institute School was
established in April 1994 with a modest intake of 25 students. The school has grown rapidly
since then and the current student enrolment is 430. Now it has been upgraded as an English
medium higher secondary school offering courses up to intermediate level in pre-engineering
and pre-medical groups. It is affiliated with the Federal Board of Intermediate and Secondary
Education, Islamabad. Along with academic excellence, due importance is given to
character building and personality development of students by involving them in a large
number of creative co-curricular activities and sports programs. Educational excursions,
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debates, declamations, science modeling projects and art and crafts exhibitions are a regular
feature of the educational program. Figure 7.12 shows the GIKI College.
Figure 7.12. GIKI College.
7.5.9 Student Service Centre
The student service center facilitates the students and faculty for photo-copying, printing and
binding of the documents.
7.5.10 Transport Facilities
The transport department at the Institute provides transportation facilities for both inside and
outside the campus. A shuttles service is available free of cost to pick and drop the faculty
and employees. Transport department has 20 vehicles that are used for transportation. These
vehicles include cars, vans, and air-conditioned buses. One new bus was added to the pool
last year (2015). Students and faculty are also provided pick and drop services between the
GIK Institute and Islamabad, Rawalpindi and Peshawar. These vehicles are also used for
picnics and study trips. In case of an emergency, ambulances are available round the clock.
Figure 7.13 shows the transport facilities for GIK students
Figure 7.13. GIK transport.

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7.5.11 Mosque, Tuck-shop, Bank, ATM, and other Services
There are three mosques located at different venues in the campus. A mini market commonly
called as “Tuck” is located at the campus. A barber shop, a bookshop, retail stores, fast food
restaurants and a laundry outlet is available at Tuck. There is a small bank that is operational
during working hours. The bank also provides ATM services to everyone on the campus
round the clock. A post-office is also located at the campus that facilitates students,
employees and their families by providing all kinds of postal services. A cafeteria, called
GIKAFE is present right in the center of the campus which is extensively used by students
and faculty. It is located in the basement of the GIK Institute’s auditorium building. The
cafeteria is functional from 7:00 AM to 1:00 AM throughout the week as shown by Figure
7.14. It provides the food in addition to GIK Café.
Figure 7.14. GIK campus hotel.
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8 CHAPTER 8 INSTITUTIONAL SUPPORT AND FINANCIAL
RESOURCES
This chapter gives a brief historical background of the institute followed by the bodies
involved in providing the Institute with the necessary financial support. It also lists the key
milestones achieved by the Institute from the year of its inception to its 20th anniversary.
8.1 INSTITUTE FINANCIAL COMMITMENT AND SUPPORT TO SUSTAIN AND

ENHANCE THE QUALITY OF PROGRAM
8.1.1 Overview
Ghulam Ishaq Khan Institute is one of the most prestigious engineering institutes of Pakistan.
It is known world over for setting a standard of excellence in the field of engineering. Over
the years, the Institute has produced bright and innovative graduates now employed at some
of the most respectable firms all over the world. The GIK Institute aspires to be a center of
excellence in engineering sciences and technology, which acts as an effective agent of change
and a model for others to emulate. It is autonomous, independently chartered, and is funded
by the private sector. It strives to attract faculty of outstanding talent and ability to provide
students with a supporting and enabling environment. It hopes to produce graduates who
distinguish themselves by their professional competence, humanistic outlook and ethical
rectitude, pragmatic approach to problem-solving, and organizational and managerial skills.
Given these attributes, the students are able to respond adequately to the needs of Pakistan as
well as global needs.
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Apart from its outstanding academic programe, GIK Institute is also known for the versatility
and vibrancy of its extra-curricular scenario. All of these activities are student-organized. At
present, GIKI has more than 30 student societies. These organizations provide students with
various opportunities to indulge in their aesthetic interests and experience working in a
professional environment. Moreover, these societies instill in their members the priceless
qualities of teamwork and leadership.
8.1.2 Genesis
The genesis of the Institute can be traced back to the early 1950's when Mr. Ghulam Ishaq
Khan (late) became acutely aware of Pakistan's dependence on foreign expertise and
imported technology. Out of his frequent interactions with foreign and local experts emerged
the idea that a center of excellence in engineering sciences and production technology ought
to be established in the country, a center whose standards of education are comparable to
those of its counterparts in the advanced countries. The transformation of this idea into a
practical proposition took place in December 1985 when the Benevolent Community Care
and Infaq Foundation donated Rs. 50 million for setting up an institute in the Khyber
Pakhtunkhwa for promotion of science and technology.
A milestone in the evolution of the Institute was the registration in June, 1988 of its parent
body, namely, Society for the Promotion of Engineering Sciences and Technology in
Pakistan (SOPREST). Mr. Ghulam Ishaq Khan (late), then the President of the country, was
elected the President of the society for life and Mr. H. U. Beg was appointed its honorary
Executive Director.
The task of conceiving and formulating the basic form and features of the Institute was
entrusted to a group of eminent scientists and engineers. These professionals started
transformation of the dream into reality at a galloping pace. The civil work at the campus site
started in early 1990. An interim office of the Institute was set up in August 1992 where
senior professionals with outstanding backgrounds worked in a cohesive group to evolve the
educational aims and philosophy of the Institute, its curricula and details of state-of-the-art
equipment for its laboratories and workshops. The ordinance of the Institute was promulgated
by the provincial Government in March 1993 and the first batch of students entered its portals
in October 1993.
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The Institute symbolizes the immense altruism and concern for collective welfare that exists
in the private sector. It is the first privately-funded institute of its kind in the country and is
dedicated to bringing our engineering education at par with the advanced countries. The
tuition fee has to be in consonance with the high cost of education. However, what the
students are charged hardly covers the annual expenditure. Total capital outlay of the Institute
to-date on historical cost basis works out to more than Rs. 2.5 billion for which funds were
mobilized from diverse sources including a major donation of Rs. 750 million from Infaq
Foundation and land measuring 216 acres donated by the Government of Khyber
Pakhtunkhwa.
8.1.3 Facts and Figures
The fact of figures about GIK Institute are given as:
 1988 Establishment of SOPREST

 1989 Completion of Feasibility Report
 1990 Civil Work Started
 1993 First Batch of Students Inducted
 1997 First Batch Graduated
 2001 Graduate Program Started
 2003 First Batch of MS Graduates
 2004 Ten Year Anniversary Celebrated
 2014 Twenty Year Anniversary Celebrated
8.1.4 Financial Position
The GIK Institute’s main source of income is from student tuition fees. Total income in the
current year is over 614 million (increase from 514 million in the previous year).
The Institute’s expenditures for the year 2015-16, total to over Rs. 800 million (an increase
from Rs. 720 million in the previous year). These are categorized under the heads of salaries
and wages (Rs. 480 million), capital (Rs. 110 million) and others (Rs. 300 million).
Summaries attached as Annex-L
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9 CHATPER 9 CONTINUOUS QUALITY IMPROVEMENT
This chapter is dedicated to the Continuous Quality Improvement (CQI) and lists how FEE
removed the weaknesses and non-conformances observed during the last accreditation and
evaluation visit.
9.1 MECHANISM FOR CONTINUAL QUALITY IMPROVEMENT
9.1.1 Introduction - GIKI Quality Enhancement Cell
A Quality Enhancement Cell (QEC) was established in 2008 at the Institute. The cell works
under the supervision of the Pro-Reactor (Academic) and implements policies for quality
assurance at the Institute. The internal quality assurance procedures and processes of
teaching, and learning assessment are in line with the HEC’s quality assurance guidelines.
The cell is responsible to undertake assignments of; data analysis, provide support in
compilation of self-assessment reports (SARs), Program Teams and Assessment Teams
meetings, seminars on quality assurance, and to create awareness impatt training for quality
teaching and education. The QEC has completed SARs of all undergraduate programs in the
first cycle and adopted the implementation plan for CQI. The cell has improved the internal
quality assurance on Outcome Based Education (OBE).
The vision of QEC it to provide education at highest standards of quality by employing best
framework recommended by HEC and PEC to meet international standards.
9.1.2 QEC Assessment
QEC is divided into different parts, Stake-holders, Department Database, Program Team and
Academic Council. For quality assessment of the program, curriculum and content review is
based on feedback from all stakeholders including faculty members, industry, and alumni.
This whole process is guided by the vision and mission of the GIK Institute and mission of
the Faculty.
QEC collects input from different stakeholders. Results obtained from the evaluation are in
shape of surveys conducted by QEC office; the data is compiled program wise and is reported
to Pro-Rector (A) office which then forwards it to the concerned dean. Depending upon the
type of action required the findings are discussed in faculty meeting and faculty study boards.
The curriculum may then be updated and formally approved at the Institute’s Academic
Council and incorporated in the academic program.
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QEC also initiates the self-assessment one semester prior to the end of assessment cycle
through the Rector office. This document is forwarded to the respective faculty. The faculty
then assembles a program team (PT). The responsibility of this team is to prepare the SAR
document of the respective program over a period of one semester. PT is the contact group
during this period. The faculty Dean then forwards the SAR prepared by PT to the QEC
office. This document is reviewed by QEC within one month to ensure that it has been
prepared according to the required format. QEC forwards its recommendations and the
Rector assembles a program assessment team (PAT) in consultation with the faculty Dean
within one month. PAT comprises of 2-3 faculty members. After this, QEC plans and
schedules PAT visit period in coordination with the concerned faculty. PAT conducts
assessment and submits a report. PAT presents its findings in an exit meeting which is
attended by the QEC, coordinator Dean of the faculty, PT and faculty members. An executive
summary of the PAT findings is then submitted by QEC to the Rector. Based on the PAT
findings, faculty prepares an implementation plan and submits it to QEC which follows up on
the implementation plan in order to ensure that the faculty is adhering to the implementation
plan. The faculty informs QEC each time a corrective plan is implemented. QEC reviews the
implementation plan once every semester to assess the progress of implementation.
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CQI Cycle for CLOs
The complete CQI cycle for CLO attainment and corrective action plan are shown in Fig. 9.1
and Fig. 9.2 respectively. CQI cycle constitutes four phases which are briefly described in the
following.
Figure 9.1. CQI process for CLOs.
*OBE based result sheet (Annex O)

**Course feedback form (Annex O)
***When requirement for review of curriculum and/or CLO or KPI change
Fig. 9.2. Corrective action plan for CLO attainment.
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Design/Planning: In the planning phase, an initial course plan is designed incorporating
course objectives, course contents, weekly lecture plans, and text/ reference books. CLOs are
defined based on six levels of Bloom’s taxonomy in consultation with stakeholders and also
mapped with PLOs. Later on, a careful teaching assessment plan for CLO is designed which
incorporates quizzes, assignments, mid exam, final exam, and projects etc.
Assessment: In the assessment phase, CLOs that were defined in the planning phase are
assessed using direct assessment method in which evaluation is done through quizzes,
assignments, exams, and projects. At the end of every semester, OBE result sheet is generated
(Annex O).
Evaluation and Analysis: In this phase, course feedback form is submitted by each course
instructor. Instructor gives his/her feedback by closely examining the marks obtained by
students (Annex O)
Revision and Implementation: Once CLOs are analyzed by an instructor, result is then
reviewed by the OBE committee. This committee constitutes two to four faculty members.
Within two weeks after submission of results, OBE committee holds meeting and goes
through OBE result sheet, course feedback form and corrective action plan (Fig 4.26) and
gives its recommendation by generating the course review report (Annex O). This report is
approved by the Dean and finally goes back to the course instructor and is also placed in the
record. A few possible suggestions for corrective actions by OBE committee are given below:
 Revision of assessment tools (quiz, assignment etc.)

 Review of Bloom’s taxonomy levels for CLOs
 Review of topics in pre-requisite courses
 Redistribution of time for each CLO
 Recommendation for extra tutorials to compliment this course in further course
offering
 Any other
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CQI Cycle for PLOs
The complete CQI cycle for PLO attainment is discussed below and corrective action plan for
PLO attainment is shown in Fig 4.27.
Fig. 4.27. Corrective action plan for PLO attainment

Design/Planning: Program learning outcomes (PLOs) are defined and aligned with the
mission and vision of GIK Institute and the mission of FEE. Planning of PLOs incorporates
designing and formulating an entire framework of curriculum that focuses on the thrust areas
of the faculty. Moreover, it is ensured that the PEC/HEC guidelines are being met while
adopting PLOs. PLOs are also mapped with PEOs. The stakeholders for designing and
planning include FEE board of studies and faculty study board.
Assessment: In every semester, PLO attainment of each student is monitored continuously
thorough OBE based result sheet. The sheet gives the PLO attainment at individual level and
at cohort level. An assigned person informs every student about PLO attainment in every
semester.
Analysis and Revision: At the end of every year, OBE committee analyzes the OBE sheet
and corrective action plan. Based on that, the committee decides if any student fails to
achieve the 40 % KPI (cumulative) of PLO. The decision is conveyed to each student every
year. The OBE committee may give recommendation for extra tutorials in future to improve
students skill set. If 60 % or more students do not achieve PLOs, i.e. at cohort level, the
committee also analyzes it and gives suggestions to improve it.
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CQI Cycle for PEOs
The complete CQI cycle for attainment of PEOs is shown in Fig 4.28.
Fig. 4.28. CQI cycle for attainment of PEOs.

Planning: The PEOs are designed in accordance with the vision and mission of GIK Institute
and with consultation of stakeholders including Institute’s management, alumni, and
industrial advisory board.
Assessment: Assessment of PEOs is carried out through feedback obtained from employer
survey and the alumni survey every year. These data are managed by QEC.
Analysis: Analysis of feedback from employer and alumni is carried out before the revision
of PEOs, if required.
Revision and Implementation: The review process begins with a faculty meeting where the
PEOs are discussed. If any change in the prevailing PEOs is required, the OBE committee
revises the PEOs and presents that to the Dean FEE. If the Dean approves the suggested
changes, the same is presented to the stakeholders for concurrence. Finally, the revised PEOs
are approved by the Pro-Rector (A), to become active/applicable.
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9.1.3 Student Advising and Counseling
In addition to the aforementioned process the institute has a well-defined process of

student advising and counseling. The primary function of the system is to alert the students
of the danger of unsatisfactory academic performance and to point out resources that can
help these students succeed academically. The academic progress during a semester is
tracked for each course and reports generated at Director (Admissions and Examination)
office. Students receive notification of their academic performances in the sixth week of
the semester. After receiving the reports, students are encouraged to meet with their course
instructor and then with their academic advisors. Reports are delivered early enough to
allow solution of student problems such as absenteeism, missed assignments, and low test
scores. The same reports are shared with the parents and faculty’s academic advisors of
students. The academic advisors meet regularly at least twice with his/her advisees each
semester. The advisors may have additional meetings with weak students to discuss their
progress. In case of a student’s psychological or other problems GIK Institute provides
facility of a student counselor. This process is repeated with fixed intervals to review each
student’s performance.
The CQI is also executed via a well-defined re-admission and separation policy. Over the
years institute has made endeavors to maintain quality of engineering programs. The
students are required to follow academic rules for admission, registration and
examination according to their degree program. The normal duration for undergraduate
degree programs is four years which is extendable up to six years. The Institute has been
monitoring student performance and facilitated to provide opportunities to students to
attend regular meetings and sessions with faculty, advisors, deans and student’s counselor
to discuss academic and other matters. The parents are regularly informed about the
academic performance of students and are also invited to attend special meetings in case of
poor performance of student. General guidelines for separation and re-admission of
students who may not been able to perform well to maintain the GPA requirement
during their degree program has been implemented. The policy is formulated to
define and set achievable goals for the students particularly in case of consecutive
probations.
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9.1.4 Policy and Rules
A student admitted to the Institute should maintain satisfactory academic standing i.e., a
GPA of 2.00 or above. A student is placed on academic probation (AP) in case his/her
SGPA falls below 2.00 (on a scale of 4.00). A student on academic probation is issued
a warning letter stating that he/she should improve his/her academic performance. In
case of two consecutive probations, a student is separated from the roll of the Institute. For
clarity and to assess the status of readmission Cumulative Credit hours (CCH) is defined as
sum of total credit hours of all the courses attempted by the student over all the completed
semesters and Transferable CCH as sum of total credit hours of all the courses passed
with grade C- or above at the time of readmission of a separated student over all the
completed semesters.
First Year Freshmen Separation
First year separation is separation in case of two consecutive probations. However one-
time re-admission in the same program is allowed as freshman (no credit transfer)
without appearing in the admission test.
Second Year Sophomore Separation
Second year separation is separation in case of two consecutive probations. However a

student with two consecutive probations may apply for re-admission subject to
fulfillment of following conditions:
i. CGPA ≥ 1.90
ii. 30 ≥ Transferable CCH ≤ 59
After acquiring Re-admission Status (RS) the student’s C- and above grades are
credited but must be repeated D, D+ and F grades. A re-admitted student will be
permanently separated in case he/she is unable to maintain CGPA ≥ 2.00 (with normal
semester load) at any time in the remaining period of the study program of the RS.
Third Year - Junior Separation
Third year separation is separation in case of two consecutive probations. However, a
student with two consecutive probations may apply only once for continuation as
normal without re-admission subject to fulfillment of following conditions:
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i. CGPA ≥ 1.90
ii. 60 ≥ Transferable CCH ≤ 89
Student is placed on academic watch and barred from holding office of student
societies. She/he will be permanently separated in case s/he is unable to maintain CGPA
≥ 2.00 at any time in the remaining period of the study program.
Fourth Year Senior Separation
Fourth year separation is separation in case of two consecutive probations. However, a

student with two consecutive probations may apply for continuation only once as
normal without re-admission subject to fulfillment of following conditions:
i. CGPA ≥ 1.90
ii. Transferable CCH ≥ 95
iii. Degree Plan clearly indicating completion of degree requirement within six years
since joining the Institute.
Such a student is placed on academic watch and barred from holding office of student
societies. He/she will be permanently separated in case he/she is unable to maintain
CGPA ≥ 2.00 at any time in the remaining period of study program. In case of
extenuating circumstances such as serious accident, disabling illness or immediate
family bereavement, the case will be referred to Deans Committee for assessment for
continuation. A student may apply for re-admission or continuation within a week after
the declaration of the result of a regular semester. The case will be processed and
the final decision will be communicated within two weeks. The student may apply
for appeal (only once on petition form) for review of decision. A student who applied
for re-admission may be allowed for provisional registration until the final decision is
communicated.
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9.2 PROGRESS ON THE LAST PEC VISIT OBSERVATIONS.
In the last visit of PEC the following week areas were mentioned by PEC visitation
team. The compliance to the week areas are shown in Table 9.1.
Table 9.1: Compliance to the last visit of PEC
PEOs are revised which are in line with

Institute vision and mission and meet
PEOs are not well defined and process
the requirements of stakeholders.
to evaluate PEOs attainment needs
Revision was done in consultation with
attention
Dean FEE, Faculty Study Board, Pro-
rector (A) and QEC
PLOs are not linked with PEOs and
Mapping of PLOs with CLOs and
Mapping of PLOs with CLOs also
PEOs is revised
needs revision
Teaching learning and assessment
All course/lab outlines are revised and
methods to attain CLOs should be
updated to incorporate Bloom’s
revised at higher priority and
Taxonomy levels and CQI policy is
attainment of all PLOs by each student
developed to calculate attainment of
at individual and at cohort level are
PLOs at individual and at cohort level
required to be worked out properly
Curriculum is revised with formal
Less formal involvement of industry in
involvement of representative from
curriculum development/revision
industry and academia, i.e., BoS
Communication System, Control
Lab equipment should be purchased to
System, Machines, Instrumentation and
overcome the shortage as per the
Measurement and Microwave labs are
electronic stream requirement
updated
In the central library, more titles, Budget is increased and fully utilized in
related to electronic engineering need purchasing new books. We can demand
to be added more budget when needed
Formal mechanism for seeking
Survey forms are updated and revised
feedback from industry and its analysis
in consultation with stakeholders
for attainment of PEOs needs revision
There are less design projects
This weakness would be addressed this
sponsored / supervised by Professional
year by offering more design/sponsored
engineers and faculty members with
projects
industrial experience
132
9.3 INTERNATIONAL MEMBERSHIP OF QEC
The QEC of GIK Institute aims to set highest standards of quality based on national and
international benchmarks. In this context QEC is a member of many international bodies. A
brief list of these bodies is given as follows.
INQAAHE
The International Network for Quality
Assurance Agencies in Higher Education
(INQAAHE) is a world-wide association
of over 200 organizations that are active in the theory and practice of quality assurance in
higher education. Hence, it is an honorable achievement for GIK Institute to be the part of
‘INQAAHE’ as an Associate Member. INQAAHE offers its members the many benefits of
being part of such an active group of workers in QA in HE.
The Talloires Network
The Talloires Network is an international association of institutions
committed to strengthening the civic roles and social
responsibilities of higher education. The Talloires Network
envisions universities around the world as a vibrant and dynamic
force in their societies, incorporating civic engagement and
community service into their research and teaching mission. GIK Institute is one of the
several South Asian institutions which have joined the ‘The Talloires Network’ as a current
member.
QA Islamic
The Association of Quality Assurance Agencies of the Islamic World (QA-Islamic)
tends to enhance the capacity of quality assurance agencies in countries of the Islamic
World. It aims to facilitate collaboration and exchanges of best practices, experiences
and expertise among quality assurance agencies of countries of the Islamic World; and
to encourage cooperation with regional and international quality assurance
organizations. GIK Institute joined the QA Islamic as an Associate Member.
133
10 CHAPTER 10 INDUSTRIAL LINKAGES
The Office of Research, Innovation and Commercialization (ORIC) at GIK Institute connects
students, graduates and alumni in the region with leading employers. ORIC plays an
instrumental role of a supporting body that offers. GIK research facilities, human resources,
its expertise and skills to the industry for cooperative research and development projects.
10.1 RESEARCH AND DEVELOPMENT COLLABORATION
GIK is a place where theory and practice get together to explore how to convert what we
teach, through research in the classroom and laboratories, into useful resources and practical
solutions for the industry. Through our outreach activities, organizations, managers and
professionals can utilize our researchers’ expertise and facilities to improve their businesses.
Following are a few ways of collaboration with GIK Institute.
1. We offer customized training programs for technical teams,
tailored according to their requirements and needs.
2. With modern research facilities, state-of-the-art
laboratories and best human resources, we offer consulting and technical assistance for
industry-specific needs.
3. Sharing expertise and resources in a formal manner, GIK Institute
encourages affiliations with other organizations to enlarge the world of knowledge and
opportunities for our faculty and students, technical staff and management from industry,
and other stakeholders.
10.2 INDUSTRIAL OPEN HOUSE AND CAREERS FAIR
Each year, the industry representatives are invited from all over the country to view our
graduating student's Final Year Projects (FYPs), hold interviews for Jobs and internships,
conduct presentations and have a one-to-one interaction with the student body.
The professionally competent graduates of GIK Institute are highly rated in the job market.
They are serving with distinction in reputed national and multinational organizations. Besides
teaching and research, the Institute is also serving as an R&D center for the national
industries for finding the solutions of their problems. The highly qualified and professional
faculty through research and lab facilities inculcates up-to-date knowledge in the minds of
students which ultimately paves the way for growth and advancement of industries in the
134
competition in the international market and also helps them in facing the challenges of
industrial standardization and globalization. To establish liaison between the Institute and the
industry and to find appropriate places for its future graduates in the competitive market, a
tradition has been set in the Institute to hold an annual event
by the Office of Research, Innovation and Commercialization (ORIC) on the
campus before every graduation ceremony. A glimpse from the event of open house-2016 is
shown in Fig.10.1.
The Industrial Open House and Careers Fair are annually held with the purpose to provide:
 A meeting place to the Institute's senior students and their prospective employers
 An effective platform for industry-university interaction
 An opportunity for the industry representatives to acquaint themselves with the
academic environment provided to the students
At the occasion of Industrial Open House and Careers Fair, several reports are presented
every year, such as Graduate Directory (for the graduating batch), list and details of Final
Year Projects to be exhibited, Labs and Technical / Research Facilities available at GIK and
Faculty Profiles. The company representatives who visited GIK Institute during 2011-15 are
listed in Appendix M. Another glimpse from the event of open house-2016 is shown in
Fig.10.2.
135
10.3 GIK INSTITUTE SUMMER INTERNSHIP PROGRAM
To satisfy their degree requirements, in addition to all other academic activities at GIK
Institute, students are required to go through industrial experience in an organization after
third year (6th semester), where they groom their technical, managerial and interpersonal
skills. The purpose of this 6-8 weeks training / internship during the summer semester is to
give an individual exposure and practical hands-on experience. As internship is mandatory
for the students, GIK Institute takes the responsibility to place all of them (over 300 students
every year) at over 100 multinational / government research and industry organizations.
Additionally, every year, a good number of students are sent overseas to carry out their
summer internships. There are two student run societies (AIESEC and IAESTE) working at
the GIK Institute, for international student internships exchange programs.
We invite expression of interest from the industry for the internship slots to be offered to our
students. Later, according to the industry requirements, through a very rigorous and
transparent process, we place students in the organizations according to their merit, area of
interest, specialization, expertise, and geographical location. We make sure to place them
according to merit after long and thorough internal process including panel interviews where
faculty members also participate in the panel.
After the students are placed, we nominate them to the industry and send confirmation to
each student with the evaluation form, which needs to be filled out by his/her concerned
136
internship supervisor. Later, after the completion of internship, each student is asked to
submit an internship report along with the evaluation form and gives out a presentation to
respective faculty and is graded accordingly. The Institute’s new policy for internship
assessment is given in chapter 5 previously described. Table 10.1 1lists the results of
internship evaluation based on policy for the Year 2013. Rubric for Assessment of internship
is given in Annex N.
Table 10.1. Summer Internship 2015 Evaluation by FEE.

Reg No. Name Company Report Form Comments
Muhammad
2013163 Ufone Ok Ok Ok
Danish Farooq
Muhammad
2013181 Dcc Ok Ok Ok
Rafay
Sui Northen Gas

Abdul Haleem
2013002 Company Ok Ok Ok
Abbasi
(Indus/Wartsilla)
Instrumentation
2013003 Abdul Haseeb Lafarge Ok Ok Department, Just
Study
2013010 Abdullah Nisar Aircom Ok Ok Ok
Fit (Fast
Inspection Tool)
Ahmed Zia Maintenance Of
2013030 Schlumberger Ok Ok
Sheikh Tools, Tool Is
Hgns Study And
Working
Instrumentation
2014039 Ali Hassan Lafarge Ok Ok Department, Just
Study
Rig System,
Learn Everything
2013041 Ali Ikram Schlumberger Ok Ok Related To Rig
Tool, Data
Logging
Arsalan Ahmad
2013064 Mentor Graphics Ok Ok Ok
Rahi
2013069 Asad Khaliq Descon Ok Ok Ok
137
Controls And
Instrumentation.
Process
2013079 Attiya Rehman Fatima Fertilizers Ok Ok Analyzers. Field
Surveys, Case
Study, 11kv
Switch Yards
3d Skecth Based
Texas State 3d Midel
2013080 Azeem Zaheer Ok Ok
University Retrieval With
Kinect
Analysis Of
Maintenance
System,
Exploratorium
2013090 Chaman Iftikhar Ptcl Ok Ok
Project
(Department
Functionality
Analysis), Sales
2013099 Faheem Ud Din Sngpl Ok Ok Ok

Same As Ahmed
2013101 Faizan Khan Schlumberger Ok Ok
Zia
Same As Ahmed
2013104 Farooq Kamal Schlumberger Ok Ok
Zia
Poultery Feed
Manifacturing,
Faryal Aftab Plc System
2010105 Asia Feeds Ok Ok
Khan Distribution
Board Control
Wiring
Learning And
2013106 Fatima Razzaq Descon Ok Ok
Experience
Technical
Sessions/Lessons,
Plant Visits
2013109 Fazal-E-Rehman Lotte Ok Ok Related To
Lectures. Just
Learning, No
Assignments
Experia Program,
2013113 Haad Khan Ptcl Ok Ok Exploratorium
Project
138
Trouble Shooting
Haris Bin Ici Chemicals
2013121 Ok Ok Of Io Cards,
Shaukat Pakistan (Dcc)
Harnes Testing
Everything In
2013125 Hassan Mahmood Ingredion (Rafhan) Ok Ok
Report
Learning And
2013126 Hassan Mustafa Ericsson Ok Ok
Experience
Marketing, Basic
Aim Is Profit,
Market Share
Analysis Of
2013131 Hira Shaukat Rb Ok Ok Differetnt
Products,
Contractual
Employee, Push
Bookers!
2013137 Iftikhar Khan Wapda Ok Ok Ok
2013141 Inzamam Anwar Atlas Honda Ok Ok Ok
2013143 Irtsam Ghazi Halliburton Ok Ok Learning

2013148 Jawad Shaikh Schlumberger Ok Ok Well Services Lab
Experia Program,
Junaid Bin
2013149 Ptcl Ok Ok Exploratorium
Masood
Project
Instrumentation
2013155 Khashey Ahmed Lotte Ok Ok
And Power
Communication
Sytems Detailed
2013162 Mahr Ali Khan Ptcl Ok Ok
Analysis And
Learning
Wireline
Department,
Mir Muneeb Labour Work,
2013169 Schlumberger Ok Ok
Zarrar Daq Tools Fit1,
Fit2, Callibration
Of Tools
Pta,
Mohammad Lotte Chemicals
2013170 Ok Ok Instrumentation,
Owais Mohsin Pakistan
Learning Only
139
Muhammad
2013179 Wartsila (Lafarge) Ok Ok Alternator
Abdullah Awan
Pcb Designing On
Pcad, Position
Muhammad
2013181 Comcept Ok Ok Control Tank
Ahmad
Documentation
And Testing
Muhammad Ali
2013183 Ffc Ok Ok Learning
Haider Awan
Completion
Department. Last
2013198 Muhammad Bilal Halliburton Ok Ok Well Drilled Data
Callibration And
Testing
Trouble Shooting
Data
Muhammad Of Io Cards,
2013202 Communication Ok Ok
Danish Youasf Harnes Testing,
And Controls (Dcc)
Dc Motor Control
Muhammad
2013203 Tetra Pak Ok Ok Ok
Daniyal Bakht
Muhammad
2013208 Millat Group Ok Ok Ok
Hamza Mahmood
Muhammad
2013213 Schlumberger Ok Ok Ok
Imran
Muhammad
2013218 Ffc Ok Ok Ok
Jibran Khan
Muhammad
2013220 Aes Lalpir Ok Ok Ok
Khizer Adil
Muhammad
2013223 Ptcl Ok Ok Ok
Mustafa
Muhammad
2013231 Ffc Ok Ok Ok
Rashid Maqbool
140
9 Tasks, Linux
Host Compilation,
Kerne
Compilation,
Muhammad
2010235 Mentor Graphics Ok Ok Driver
Salman Khalid
Development,
Cross
Compilation, Ang
Storm, Yokto
Muhammad
2010238 Pepsi Co. Ok Ok Ok
Saud Arif
Muhammad
2010241 Coca Cola Ok Ok Ok
Shahid Abbasi
Muhammad
2010242 Engro Ok Ok Ok
Sharjeel Akhtar
Muhammad
2010249 Descon Ok Ok Ok
Umair Saleh
Muhammad
2010253 Ericsson Ok Ok Ok
Usman
Muhammad
2010255 Tri-Pack Ok Ok Ok
Usman Ali
Muhammad
2010259 Ufone Ok Ok Ok
Usman Samie
Muhammad
2010263 Atlas Honda Ok Ok Ok
Waseem Abbas
Muhammad
2010265 Century Papers Ok Ok Ok
Zaighum Farooq
Muzammal Saud
2010270 Ptcl Ok Ok Ok
Khan
2010279 Nida Mukhtar Ndc Ok Ok Ok
2010280 Nouman Bashir Attock Refinery Ok Ok Ok
2010281 Nouman Khan Case Ok Ok Ok
2010282 Omama Tahir Ufone Ok Ok Ok
2010310 Salman Hassan Millat Group Ok Ok Ok
2010311 Salman Imtiaz Qairus Ok Ok Ok
2010318 Saqib Iqbal Packages/Wartsilla Ok Ok Ok
2010321 Sarim Javed Novatis Ok Ok Ok
141
2010329 Shahbaz Ali Coca Cola Ok Ok Ok
Shahzada Fahad
2010331 Wartsila Ok Ok Ok
Ali
2010332 Shakir Fahim Siemens Ok Ok Ok
Suleman Belal
2010341 Lmkr Ok Ok Ok
Kazi
Syed Sheece
2010354 Pring Ok Ok Ok
Raza Gardezi
Ubaid Ur Eastern Testing
2010366 OK OK OK
Rehman Services Ltd
2010362 Talha Hisham Siemens Ok Ok Ok
2010377 Wajahat Zia Siemens Ok Ok Ok
2010391 Zain Ul Abideen Ericsson Ok Ok Ok
Navigational Aid,
Instrumentation
For Landing
Abdullah Civil Aviation System, Learning
2010401 Ok Ok
Bin Masood Multan Of Systems
Working, Other
Internees
Teaching
10.4 INCUBATION CENTER
The GIK Institute has established a business incubation center to promote entrepreneurship in
the society. If students feel that their Final Year Project can be a candidate for such an
exercise, they can indicate their interest after taking consent of the faculty advisor to Director
ORIC. Facilities available in incubation center are:
 Free office space
 Free technical support
 Free computer service and Internet access
 Free phone and fax service
 Help in developing business proposal
 Help in locating venture capitalist
 Legal services for company formation

142
Following companies are currently working with GIK Institute’s incubation center:
 It is an automated short distance instant delivery dervice.
 It is an electro mechanical product based company working

in micro power domain.
 It is a software company with a flagship product called ‘Youth Campus’

which focuses on campus wide management of student records and connectivity.
10.5 FACULTY RESEARCH GRANTS
Faculty research grants from July 01, 2013 to April 30, 2015 is shown in Table 10.2.
Table 10.2. Research grants/Funding per faculty member.
Date Submitted
Sr. Principal Donor Agency Amount of
Title of Projects / Date
# Investigator / Organization funding
Approved
ACS (Attitude PKR
Dr. Adnan Submitted,
1. Control Subunit ) for SUPARCO 100,000(1st
Noor March 2014
satellites Phase)
1. Design and
Fabrication of
National ICT R
prototype machine Submission date
& D Fund Rs. 85,000
for cutting silicon : Jan 2014
Pakistan
steel sheet of
transformer core.
2. Design and
National ICT R
Fabrication of Submission date
& D Fund Rs. 98,000
Telemetric Hybrid : Jan 2014
Pakistan
Energy Meter
3. Real Time
Monitoring of
Dr. Environmental National ICT R
2. Submission date
Muhammad Parameters & D Fund Rs. 65,000
: Jan 2014
Faisal Khan (Concerned faculty Pakistan
member is Co-PI in
this project)
4. Autonomous
National ICT R
Vehicle Convoying Rs. Submission date
& D Fund
System Using 1,35,000 : Jan 2014
Pakistan
Monocular Vision
5. Direct-support Ghulam Ishaq
Anti-personnel Khan Institute
Approval date :
Remote Controlled of Engineering Rs. 15,000
3 April 2014
Robot (Team Sciences &
DreamLinerz) Technology
6. Head Movement National ICT R Rs. 80,500 2015 Approved
143
based Control of & D Fund
Wheel Chair Pakistan
7. Development of a
low cost unmanned
underwater vehicle Directorate of
(UUV) for inspection Science and Submission date
of canals/rivers in Technology Rs. : 18 March 2013
Khyber Govt. of 25,00,000 (Status :
Pakhtunkhwa Khyber REJECTED)
(Concerned faculty Pakhtunkhwa
member is Co-PI in
this project)
8. Real Time
Monitoring of
Environmental
National ICT R
Monitoring of Photo Approval date :
& D Fund Rs. 90,000
Voltaic (PV) System 26 Feb 2013
Pakistan
(Concerned faculty
member is Co-PI in
this project)
9. Design and
Fabrication of Approval date :
National ICT R
prototype machine 2012 (Status :
& D Fund Rs. 52,000
for cutting silicon FUNDING
Pakistan
steel sheet of WITHDRAWN)
transformer core
ICT R and D
Dr. Adnan Multiple Robotic
3. Fund, Rs. 995,00 2015 Approved
Noor Net-work Control
Islamabad
1. Autonomous National ICT R
Underwater Rs. Submission date
& D Fund
Vehicle (AUV) 100,000 : Jan 2014
Pakistan
2. Robotic Arm National ICT R
Dr. Nisar Rs.
4. Control over a & D Fund 2015, Approved
Ahmed 100,000
Network Pakistan
National ICT R
3. Semi-Autonomous Rs. Submission date
& D Fund
Hybrid Tricopter 100,000 : Jan 2014
Pakistan
144
10.6 CPD ACTIVITIES IN FEE
CPD activities in FEE for Year 2014 are given below.
CPD Activities Calendar for the year 2014
PEB Name:
Ghulam Ishaq Khan Institute of Engineering Sciences and Technology (GIKI)
PEB Reg. No.
PEB-K-GIKIES-0042
Name of PEC
Coordinator Dr. Nisar Ahmed
CPD Title (with CPD CPD
S. Contents and Category/Type Resource Credi Fee
Location Dates Collaboration
No objectives as (as per CPD Person t (Rs)
enclosure) Byelaws-2008) Points
Mr. Nayyer
2 - days
Abbas and
Workshop on C – Short
1 GIKI April - Engr. 01 N/A
PIC Course
2014 Memon
Microcontroller
Sajid
1 - days
2 Workshop on C – Short
GIKI -
LATEX Course November Mr. Bakht
2014 Zaman 01 N/A
1 - days
Workshop on Mr.
3 Power World C – Short December Comsat,
GIKI Mujahid 01
Simulator Course 2014 Abbotabad
Hussain
N/A
Seminar How Dr.
to Write December Muhamma
4 Short Course GIKI - 0.5 N/A
Research Paper 2014 d Faisal
Khan
Name and Signature of PEB Coordinator
10.7 CONCLUDING REMARKS
All information according to PEC manual has been provided in this SAR. Any further
information is available in dossiers of faculty for assessment as required by the evaluation
panel during accreditation visit. GIK Institute has adopted OBE system in line with PEC.
145
11 ANNEXURES
146
ANNEX-A: COMPLEX ENGINEERING PROBLEM
Complex Problem Solving attributes attained by EE Graduates

According to the OBE manual, complex problem solving attributes shall be attained by EE
graduates. These attributes are defined as per the following table:
Attribute Complex Problems

Preamble Engineering problems which cannot be resolved without
1 in depth engineering knowledge and have some or all of
the characteristics listed below:
Range of conflicting Involve wide-ranging or conflicting technical,
2
requirements engineering and other issues.
Depth of analysis required Have no obvious solution and require abstract thinking,
3
originality in analysis to formulate suitable models.
Depth of knowledge Require research-based knowledge much of which is at or
required informed by the forefront of the professional discipline
4
and which allow a fundamentals-based first principles
analytical approach.
5 Familiarity of issues Involve infrequently encountered issues.
Extent of applicable codes Are outside problems encompassed by standards and
6
codes of practice for professional engineering.
Extent of stakeholder Involve diverse groups of stakeholders with widely
7 involvement and level of varying needs.
confliction requirement
8 Consequences Have significant consequences in a range of contexts.
Interdependence Are high level problems including many components
9
parts or sub-problems?
At the FEE, GIK Institute, the above mentioned attributes are addressed through various
courses, semester projects and the final year project (FYP) spanning over last two semesters.
FEE has assigned a dedicated coordinator for final year project (FYP who has put in place a
well-defined calander to regularly monitor progress of senior year projects.
147
The FYP develops the skills among the students to solve complex problems.
A typical FYP cycle consists of the following phases:

1. FYP Proposal
 Ideas float by FEE faculty members
 Ideas float by students
2. FYP Registration
 FYP coordinator’s meeting

 FYP registraions forms
 FYP Labs
3. FYP Presentations (Evaluation)

4. Indutrial Open House
5. Sample FYP Report with Pilgrims details and Sample Poster
6. FYP Final Evaluation
Mapping of Complex Problem Solving Attributes

The above mentioned FYP milestones can be mapped to the complex problem solving
attributes as shown in the table below:
FYP Proposal  Range of conflicting requirements

 Interdependence
Presentations (Evaluation)  Depth of analysis required
 Depth of knowledge required
 Familiarity of issues
Final Defense (Open  Extent of stakeholder involvement and
House) conflicting requirement
 Consequences
 Familiarity of issues
FYP Report (Plagrism)  Extent of applicable codes
148
Details of the above menotioned key points can be find as follows:
1. Final Year Project (FYP) Proposal

a. Idea float by FEE faculty
During summer semester, all faculty members may float FYP ideas through the FYP
coordinator to the final year students. These ideas may be any in number (minimum
one) covering the research/interest area of the faculty members.
Meeting with FEE faculty and to give comprehensive presentation/guidelines
in 1st week of the 7th semester to students which covers the FYP selection criteria,
procedures, FEE thrust areas.
b. Idea float by students
In FEE six weeks internship is compulsory part after 6th semester in summer. The
students, once they join campus after their internship, can discuss the idea of their
interest with faculty members individually and can be finalized after the decision of
FSB. Details of internship rubrics can be found in Annex N.
2. FYP Registration
After the process of proposal discussion and selection, students register their FYP
through the following process.

 FYP registraions forms
 FYP Labs
First of all, FYP coordinator arrange the meeting with 7th semeter students to gives the
guidelines/instructions of the whole FYP process. Coordinator gives them the
flollowing forms:
i. FYP registration form

ii. Computer issuance form
iii. Lab equipment issuance form
iv. FYP lab keys issuance form
FYP Coordnator also instructs them about their FYP labs timing and compulasry
attendance requriments of 75 %. Further details available at http://162.168.1.32.
Whole process can also be observed through the flow chart in srarting from
registration and ending at the last presentation.
149
3. FYP Presentations
Registration
1st week Sep.
1st Presentation, 06% (September) Fall Semester

Title, Objective, Basic Principle, Literature Regular Labs
review, Project breakup/ Methodology,
Equipment required, Miles stones with Task in FYP Labs
Breakup, Time line
2nd Presentation, 06% (November)

Detailed Study, Design, Simulation results,
Progress in H/W & S/W
3rd Presentation, 06% (February)

Hardware/Software Design and
Implementation
4th Presentation, 06% (March)

Test results & trouble shooting
Demonstration
Poster Presentation (Open House)

Poster according to given
dimension and format
Spring Semester
Open House, 06% (April)
Display and demonstration your project at
open house
5th /Thesis Presentation, 06% (April)

Thesis Presentation, Final Presentation,
Final Evaluation on individual basis,
Finalize
Last week April
150
Details of FYP presentation rubrics can be found in Annex N.
4. Industrial Open House

In the 1st week of April each year, Open-house is being held by GIK Institute. The following
deliverables are evaluated by a committee consisting of three senior faculty members. After
evaluation, 1st three positions are awarded among all senior design projects.
Evaluation Table
Breakdown of Marks Weights Remarks
Background or Review 10%

Originality of Design (Hardware +Software) 20%
Novelty of Idea 20%
Working/Functioning (15%) + Application (5%) 20%
Presentations Skill +Team Work 15+5%
Poster 10%
Total 100 %
Evaluator’s Name:_____________________Signatures:_______________________________
Date:
5. FYP Report and Sample Poster

In the process of completing an undergraduate programme/postgraduate programme in the
Faculty of Electrical Engineering, GIK Institute of Engineering Sciences and Technology and
being awarded the degree, a candidate may be required to submit a senior design project
report, depending on the requirements of the specific programme. In view of this
requirement, the Faculty of Electrical Engineering, GIK Institute of Engineering Sciences and
Technology has taken the initiative to provide general guidelines for the submission of senior
design project reports. These guidelines will assist students to meet the minimal format
requirements set by the faculty to complete the final form of a senior design project report.
These guidelines are available in Exhibit room.
Research Ethics involves all the moral and professional issues relating to
research. The most serious breach of ethical standards in writing research report is the
offence of plagiarism: the expropriation of the intellectual property of another. The final
senior design project report must not exceed 20% on Turnitin’s Plagiarism. Students must
contact Mr. Salim, Assistant Librarian, for details regarding plagiarism test. Turnitin
Plagiarism report should be approved by respective supervisor and provided with the
submission of senior design project report.
151
Sample Poster
6. FYP Evaluation
Division of marks for the evaluation of FYP is as under:
Final Year Project Evaluation
Total Marks = 100
Supervisor Assessment 40%

Senior design project report 10%
Open House Evaluation 20%
Presentations 30%
Details rubrics of FYP evaluation is given in Annex N.

152
Example of Complex Engineering Problem
RESTAURANT AUTOMATION
Hassan Raza, Abdul Basit Zia, Junaid Ahmad, Fareeha Malik, Muhammad Saeed
Faculty of Electronic Engineering

Ghulam Ishaq Khan Institute of Engineering Sciences and Technology,
Topi, Swabi, Khyber Pakhtunkhwa
1. Abstract
The project aims to automate a restaurant for delivery of food via a specialized robotic waiter
along with automated ordering of meals. The customer will get seated and place the order via a
menu webpage on a tablet placed on the table. The order will be communicated to the chef
through webpage. He will prepare and place the order on the Robot's tray. The ordered meal will
153
be delivered to the customer by the robot via line tracking. Robot will leave the tray on
designated table for customers and retrieve it when the customers finish their meal. Robot is
capable of obstacle detection (within a range of 25 inches) with the use of sonar sensor. Robot is
also able to greet customers and sounding an alarm when an obstacle is detected. The system
makes restaurant management cost effective, efficient and profitable.
2. Main Objectives
This final year project report focuses on three major objectives:
1. Automation of meal ordering system
2. Automation of food delivery and dish retrieving
This is shown in the following block diagram:
FIGURE 2: BLOCK DIAGRAM
3. Mechanical Body Design

Robot weighs 14 kg and uses DC Gear Motors (131:1 Gear box, 12V, and 18 kg-cm torque)
which give it a speed of 0.15ms-1 .Overall dimensions of the robot are 50cm x 40cm x 130cm.
154
.
FIGURE 3: ROBOTIC WAITER
4. Hardware Module
4.1 H-Bridge
The Robot consists of two types of motors. The ones that are responsible for the robot
movement are DC Gear motors and the ones that are responsible for moving the robot wrists
are Servo motors. The bridge specifications depend upon the motor’s properties. The motor’s
specs as per data sheet are 5A stall current and 24v operating voltage. So the H-bridge needs
to be of the same or a little larger specifications.
FIGURE 4: H-BRIDGES FOR DC MOTOR
4.2 Speech Module

The Arduino was interfaced with SD card module through SPI interface. The SD card has a space
of 1GB with several sounds fed into it. When the Arduino is connected to the SD card module,
and then to the amplifier circuit (shown in Figure 5) the sounds can be heard. A simple audio
amplifier IC LM386 has been used in this module which provides a gain from 20 to 200 times.
155
4.3 Line Tracking Circuitry
It works on the basic concept of a light emitting source such as a Red LED and a light dependent
source such as LDR.
FIGURE 5: LINE TRACKING CIRCUIT
5. Software Modules
The software modules comprise of three parts which are:
1. Graphical User Interface (GUI) was designed on LabVIEW to send and receive
commands from robot.
FIGURE 5: GRAPHICAL USER INTERFACE
156
2. Webpage was designed to order the menu from the customer table.
FIGURE 6: WEBPAGE TO ORDER MEAL
6. Application
1. Can be used as a personal robotic secretary.
2. Useful in space missions and other such investigative processes.
3. Can be used in hazardous areas for example nuclear power plant etc.
4. Can be used in restaurants for meal serving and delivery.
5. Useful in industries for movement of goods.
7. Future Extensions
1. Artificial intelligence to be used.
2. Real time image processing can be used.
3. Smart phone application can be used to order meal.
8. Recognitions of Senior Design Project
Our Senior Design Project Restaurant Automation was recognized as the BEST GROUP/
TEAM AWARD amongst 12 universities, 18 teams, and 25 projects in IEEE GIKI presents
National Electronics Olympiad 2016 in GIKI.
157
FIGURE 7: BEST GROUP/TEAM AWARD
There are around nine attributes for complex engineering problem. Not all the attributes can
be fulfilled in a single project but it is always tried to cover maximum attributes. This
projects covered the following attributes:
 Preamble
 Range of conflicting requirements
 Depth of knowledge required
 Extent of stakeholder involvement and level of confliction requirement
 Consequences
 Interdependence
158
ANNEX-B: MAPPING OF PLOs WITH PEOs
PEO-1 PEO-2 PEO-3 PE0-4
PEC Graduate Attributes/PLOs
Engineering Knowledge
 
Problem Analysis
 
Design/Development of Solutions
 
Investigation
 
Modern Tool Usage
 
The Engineer and Society

Environment and Sustainability  
Ethics

Individual and Team Work


Communication

Project Management


Lifelong Learning
159
ANNEX-C: SYSTEM OF INSTRUCTIONS AND EXAMINATION
Nature of Academic
Semester / Term / Annual
Sessions:
No. of sessions in the Program (4/8/8/12) _Eight_____________
Duration of a session (in weeks) Total: ___17 Weeks__ Teaching:___15_______
Total No. of courses in the Program: (BS all
____40 (Excluding FYPs and Labs)_______________
Programs)
No. of courses in a session: Min. ____4_______ Max. ____6__________
Total contact-hours for a Theory course per
______15 Normally_____________
session:
Total contact-hours for a Practical course per
_______9 Normally____________
session:
Weekly contact-hours for a Theory class: _________3__________
Weekly contact-hours for a Practical class: _________3__________
Attach Academic Calendars (for Current & the Previous years): (Both for academic year 2016-2017 (C1)
and 2015-2016 (C2) attached)
Grade-Sheet
Grade Sheets for all students; Intake 2014 (Freshman), Intake 2013 (Sophomore), Intake 2012(Junior),
and Intake 2011 (Senior) for Fall 2014 semesters are available in Exhibit room
160
175
176
ANNEX-D: MAPPING OF COURSES WITH PLOs
Design/Development of Solutions
Environment and Sustainability
Individual and Team Work

The Engineer and Society
Engineering Knowledge
Project Management
Modern Tool Usage
Lifelong Learning
Problem Analysis
Communication
Investigation
Semester No.
Course Code
Course Title
Ethics
1 2 3 4 5 6 7 8 9 10 11 12
MT101 Calculus I 
PH101 Mechanics  
CS101 Introduction to Computing 
MM101 Industrial Chemistry  
HM101 English and Study Skills 
1 PH101L Mechanics Lab 
ME101 Workshop Practice 
Introduction to Computing
CS101L
Lab

MT102 Calculus II 
PH102 Electricity and Magnetism  
Introduction to Engineering
MM102
Materials  
2 HM102 Technical Report Writing 
ME102 Engineering Graphics   
Electricity and Magnetism
PH102L
Lab
 
MM141 Materials Lab I  
Intensive Programming Lab
CS102L 
Differential Equations and
MT201
Linear Algebra
 
EE211 Circuit Analysis I  
EE221 Logic Design  
ME231 Thermodynamics I   
177
HM211 Pak & Islamic Studies  
3
EE211L Circuit Analysis I Lab    
Logic Design Lab
EE221L     
EE212 Circuit Analysis II   

EE222 Computer Architecture   
EE231 Electronics I   
4 Probability and Random
EE251
Variables
 
MS291 Engineering Economy   
EE222L Computer Architecture Lab   
EE231L Electronics I Lab   
EE313 Electric Machines   
EE323 Microprocessor Interfacing   
EE351 Signals and Systems  
EE333 Solid State Electronics  
Sociology and Human
5
HM321
Behavior
 
EE313L Electric Machines Lab      
Microprocessor Interfacing
EE323L
Lab
    
EE351L Signals and Systems Lab   
EE332 Electronics II  
EE341 Control Systems   
EE361 Communication Systems  
Electromagnetic Fields and
EE371
Waves   
6 Ethical and Legal
HM322
Dimensions of Engineering
 
EE341L Control Systems Lab      
EE361L Communication Systems Lab      
EE332L Electronics II Lab      
EE452 Digital Signal Processing  
Wave Propagation and
EE472
Antennas
  
Digital Signal Processing
7 EE452L
Lab
    
Wave Propagation and
EE472L
Antennas Lab     
EE434 Power Electronics   
7&8 EE481 Senior Design Project Part I
EE482 & II
         
178
ANNEX D1: MAPPING OF PLOs WITH CLOs
EE211 Circuit Analysis I

Course Learning Outcomes PLOs
Blooms Taxonomy
Be able to explain the basic terminologies and laws of linear circuit
1 PLO-1 C 2 (Understand)
theory.
Be able to solve DC circuits using basic laws and techniques of linear PLO-2 C 3 (Apply)
2
circuit theory.
Be able to solve AC circuits using basic laws and techniques of linear PLO-2 C 3 (Apply)
3
circuit theory.
EE212 Circuit Analysis II

Course Learning Outcomes PLOs Blooms Taxonomy
1 Be able to explain the fundamentals of steady state power analysis of ac PLO-2 C 2 (Understand)
circuits using circuit analysis techniques.
2 Be able to analyze the magnetically coupled networks using circuit PLO-2 C 4 (Analyze)
analysis techniques and concepts of mutual inductance.
3 Be able to analyze any given variable frequency networks using circuit PLO-2 C 4 (Analyze)
analysis techniques.
4 Be able to analyze any given electric circuit by using/applying Laplace PLO-3 C 4 (Analyze)
and Fourier techniques.
EE221 Logic Design

Be able to explain number systems, number codes, and logic gates using
1 C2 (Understand)
Boolean algebra and simplification techniques PLO-1
Be able to solve combinational and sequential logic circuits using logic
2 C3 (Apply)
techniques PLO-3
3 Be able to explain the organization and working of a basic computer C2 (Understand)
PLO-1
EE222 Computer Architecture

Describe register transfer language, microoperations, basic computer
organization, and design using block diagrams
Show the function of basic computer and mcicroprogramed control unit
2 PLO-3 C 3 (Apply)
using assembly language
Demonstrate the design of central processing unit using flowcharts and
3 PLO-3 C 3 (Apply)
block diagrams
Demonstrate the concepts of input and output organization, reduced
4 instruction set computers, and pipelining using flowcharts and block PLO-3 C 3 (Apply)
diagrams
EE231 Electronics I
1 Be able to explain the construction of basic electronic devices like PLO-1 C 2 (Understand)
diodes and transistor using the fundamental knowledge of
semiconductor materials.
2 Be able to apply the knowledge of semiconductor device characteristics PLO-1 C 3 (Apply)
179
to obtain their simplified electrical models.
3 Be able to analyze basic electronic circuits using the knowledge of PLO-2 C 4 (Analyze)
semiconductor device characteristics and circuit analysis theory.
4 Be able to design basic electronic circuits using the knowledge of PLO-3 C 5 (Evaluate)
semiconductor device characteristics and circuit analysis theory.
EE251 Probability and Random Variables

1 Be able to explain the fundamental concepts of probability theory and PLO-1 C 2 ( Understand)
random variables
2 Be able to model a given physical phenomena using the knowledge of PLO-2 C 3 (Apply)
discrete random variables
3 Be able to model a given physical phenomena using the knowledge of PLO-2 C 3 (Apply)
continuous random variables
4 Be able to explain the basic concepts of stochastic processes PLO-1 C 2 ( Understand)
EE313 Electric Machines

1 Be able to solve problems in new situations by applying acquired PLO-2 C 3 (Apply)
knowledge, facts, techniques, and rules
2 Be able to analyze different types of electric machines and their internal PLO-3 C 4 (Analyze)
working and structure
3 Be able to interpret the response and efficiency of electric machines using PLO-4 A 4 ( Analyze )
electromagnetic theory and control techniques
EE323 Microprocessor Interfacing

1 Students will be able to develop programs on 8051 microcontroller PLO-1 C 3 (Apply)
using loops, jumps, arithmetic, and logic with different addressing
modes in Assembly language.
2 Students will be able to design systems interfacing 8051 microcontroller PLO-5 C 6 ( Create )
to peripheral control devices using timers, serial, interrupts and external
memory in Assembly language
3 Students will be able to develop programs on PIC microcontroller PLO-1 C 3 (Apply )
using loops, jumps, arithmetic, and logic with different addressing
modes in C language.
4 Students will be able to design systems interfacing PIC microcontroller to PLO-5 C 6 ( Create )
peripheral control devices using timers, serial, and interrupts in C
language
180
EE351 Signals and Systems
1 Draw graphs of continuous and discrete signals in time and frequency PLO-2 C 3 (Apply)
domain using mathematical equations and vice versa
2 Apply appropriate Fourier analysis techniques on given signals PLO-3 C 4 (Analyze)
3 Convert any given signal from discrete to continuous domain and vice PLO-2 C 2 (Understand)
versa
4 Analyze LTI systems using convolution, Laplace transform, and z- PLO-3 C 4 (Analyze)
transform
EE361 Communication Theory

1 Analyze communication signals to determine orthogonality and PLO-2 C 4 (Analyze)
correlation using formulas
2 Explain amplitude modulation systems using concepts of signals and PLO-3 C 5 (Evaluate)
systems and Fourier transform
3 Explain angle modulation systems using concepts of signals and PLO-3 C 5 (Evaluate)
systems and Fourier transform
4 Explain the basics of digital communication using signals and systems PLO-2 C 2 (Understand)
concepts and Fourier transform
EE371 Electromagnetics Fields and Waves

1 Be able to apply the basic principles of Electromagnetics to electrostatic PLO-2 C 3 (Apply)
field in various coordinate systems
2 Be able to analyze electrostatic boundary-value problems with associated PLO-2 C 4 ( Analyze )
boundary conditions
3 Be able to analyze magneto-static field problems using Ampere’s PLO-4 C 4 ( Analyze)
circuital law
4 Be able to explain time-varying electromagnetic fields PLO-1 C 2 (Understand)
EE414 Power System Analysis

Be able to apply numerical analysis techniques on a power system to
1 PLO-2 C 3 (Apply)
obtain power flow solutions
Be able to analyze fault current that can flow in a given power system to
2 PLO-3 C 4 (Analyze)
find fault type and its severity
Be able to use simulation software for power flow studies, fault analysis,
3 PLO-5 C 5 (Evaluate)
and verifying the methods used for power flow calculations
EE332 Electronics II
Blooms Taxonomy
Be able to apply different circuit methodologies to solve electrical circuits
1 PLO-2 C 3 (Apply)
with active electronic devices and specialized ICs
Be able to analyze microelectronic circuits using knowledge of
semiconductor devices, specialized ICs, and circuit analysis techniques
Be able to design microelectronic circuits with the required performance
3 parameters using knowledge of electronic devices, specialized ICs, and PLO-3 C 6 (Create)
circuit analysis techniques
181
EE333 Solid State Electronics

Blooms Taxonomy
Be able to explain the behavior of semiconductor devices using basic

principles of semiconductor device physics
Be able to use the knowledge of semiconductor physics to examine the

2 PLO-2 C 3 (Apply)
characteristics of semiconductor devices
Be able to analyze electrical properties of semiconductor devices using basic

principles of semiconductor device physics
EE341 Control Systems

1 Ability to develop mathematical models of simple electrical & PLO-1 C 2 (Understand)
mechanical systems using newton laws and circuit theory
2 Ability to perform stability, disturbances & sensitivity analysis of linear PLO-2 C 3 (Apply)
time invariant feedback systems using concept of control theory
3 Ability to design controller (compensators) to meet any specifications, PLO-3 C 6 ( Create )
in time or frequency domain using concept of control theory
4 Ability to analyze system for design (stability, sensitivity etc), using PLO-3 C 6 (Create)
graphical tools, such as bode plots, root locus, using concept of control
theory
EE415 Power System Protection and Control

Be able to apply fault analysis techniques and solution methods to find out
1 PLO-2 C 3 (Apply)
flow in transmission lines and buses
Be able to calculate fault current and apparatus rating for protection using
sequences
Be able to use simulation software to implement protection system and
3 PLO-5 C 5 (Evaluate)
observe the scheme
EE424 Introduction to ASIC Design

Explain the fundamentals of ASIC and FPGA technologies and basic
concepts of Verilog HDL
2 Examine digital circuits by applying basics of Verilog HDL PLO-2 C 3 (Apply)
182
Design digital circuits by using modern CAD tools to synthesize the
3 PLO-5 P 6 (Adapt)
design written in Verilog
EE434 Power Electronics

1 Be able to explain the fundamentals of power semiconductor devices. PLO-1 C 2 (Understand)
Be able to solve power electronic circuits using knowledge of power
2 PLO-2 C 3 (Apply)
electronics device characteristics.
Be able to analyze power electronic circuits using knowledge of power
electronic devices and circuit analysis techniques.
EE443 Industrial Process Control

1 Develop process models, process control infrastructure, and process PLO-1 C 3 (Apply)
document using process control theory principles
2 Evaluate any industrial process specifications for appropriate selection and PLO-2 C 5 (Evaluate)
use of sensors and transducers
3 Design signal conditioning circuits for process control using circuit theory PLO-3 C 6 (Design)
to reduce noise and interference for analog and digital circuits
4 Use advanced control techniques (fuzzy logic, neural, etc.) in an industrial PLO-3 C 3 (Apply)
process control to achieve desired output
5 Write a comprehensive report for an engineering problem in IEEE format PLO-10 C 3 (Apply)
EE444 Digital Control Systems

1 Apply mathematical modeling techniques to LTI discrete-time control
systems in z-domain PLO-1 C 3 (Apply)
2 Analyze LTI discrete control systems by conventional and state space
techniques PLO-2 C 4 (Analyze)
3 Design LTI discrete control systems by conventional and state space
techniques PLO-3 C 6 (Design)
4 Develop codes using Matlab/Simulink for the analysis and design of LTI
discrete control systems. PLO-5 C 3 (Apply)
5 Explain given research papers using the knowledge of LTI discrete control
systems. PLO-12 C 5 (Evaluate)
EE452 Digital Signal Processing

1 Apply Fourier transform techniques to analyze discrete time signals PLO-2 C 3 (Apply)
2 Analyze discrete time LTI systems using Z-transform and convolution PLO-2 C 4 (Analyze)
3 Design discrete time LTI systems of given specifications using Z-transform PLO-3 C 6 (Create)
EE463 Cellular Mobile Communication Systems

1 Analyze mobile communication networks using concepts learned in the PLO-2 C 4 (Analyze )
course
2 Evaluate performance parameters of cellular networks and determine PLO-3 C 5 (Evaluate)
required system parameters for cellular networks.
EE472 Waves Propagation and Antennas

183
Be able to use EM wave theory to analyze electromagnetic wave
1 PLO-2 C4 (Analyze)
propagation in unbounded and bounded regions.
Be able to solve electromagnetic wave propagation problems in transmission
2 PLO-2 C 3 (Apply)
lines and waveguides using EM wave theory.
Be able to describe the radiation fields and characteristic properties of
3 PLO-1 C2 (understand)
antennas using EM wave theory.
EE211L Circuit Analysis I Lab

Blooms Taxonomy
To display expertise in using relevant equipment/software in an
1 PLO-5 P 3 (Guided response)
experiment
2 To follow lab timings as per instructions PLO-8 A 3 (Value)
3 To follow guidelines to keep workstation organized PLO-8 A 3 (Value)
4 To present engineering task in an organized manner PLO-10 P 2 (Set)
5 To measure the experimental data within the expected range of values PLO-5 P 4 (Mechanism)
6 To analyze the acquired data as per the relevant theory PLO-4 C 4 (Analyze)
EE221L Logic Design Lab

1 P 3 (Guided response)
experiment PLO-5
2 To follow lab timings as per instructions A 3 (Value)
PLO-8
3 To follow guidelines to keep workstation organized A 3 (Value)
PLO-8
4 To display active team participation A 2 (Respond)
PLO-9
5 To measure the experimental data within the expected range of values P 4 (Mechanism)
PLO-5
6 To analyze the acquired data as per the relevant theory C 4 (Analyze)
PLO-4
To develop solutions that meet specified needs for an engineering
7 C 6 (Synthesize)
problem at hand PLO-3
EE222L Computer Architecture Lab

1 PLO-5 P 3 (Guided response)
experiment
EE231L Electronics I Lab

1 To display expertise in using relevant equipment/software in an PLO-5 P 3 (Guided
experiment response)
184
EE313L Electric Machines Lab
3 To explain key concepts of related lab experiment/project PLO-9 C 2 (Understand)
4 To present engineering task in an organized manner PLO-10 P 2 (Set)
5 To follow appropriate safety precautions PLO-6 P 3 (Guided
response)
EE323L Microprocessor Interfacing Lab

3 To write an engineering task in the given format PLO-10 C 3 (Apply)
4 To justify time and resource allocation to complete the assigned task PLO-11 A 3 (Value)
7 To develop solutions that meet specified needs for an engineering problem PLO-3 C 6 (Synthesize)
at hand
EE332L Electronics II Lab

P 3 (Guided
1 To display expertise in using relevant equipment/software in an experiment PLO-5
response)
5 To display active team participation PLO-9 A 2 (Respond)
To develop solutions that meet specified needs for an engineering problem at
9 PLO-3 C 6 (Synthesize)
hand
EE341L Control Systems Lab

8 To develop solutions that meet specified needs for an engineering PLO-3 C 6 (Synthesize)
problem at hand
185
EE351L Signals and Systems Lab
4 To analyze the simulation data as per the relevant theory PLO-4 C 4 (Analyze)
EE361L Communication Theory Lab


8 To develop solutions that meet specified needs for an engineering PLO-3 C 6 (Synthesize)
problem at hand
EE452L Digital Signal Processing Lab

P 3 (Guided
response)
4 To write an engineering task in the given format PLO-10 C 3 (Apply)
7 To analyze the simulation data as per the relevant theory PLO-4 C 4 (Analyze)
EE472L Waves Propagation and Antennas Lab

P 3 (Guided
response)
P 3 (Guided
3 To follow appropriate safety precautions PLO-6
response)
186
ANNEX-E: CURRICULUM DESIGN
PEC/HEC
Domain Knowledge Area FEE, GIKI Breakup
Recommended
Total Overall Total Overall
Credits % Credits %
Humanities (H) 19 -21 18
Management Sciences 33.8 /
6 6 33.33
Non- (MS) 34.6
Engineering Natural Sciences (NS) 19 -20 21
Computing (C) 9 10
Engineering Foundation
29 29
(EF)
Major Based Core
19 -20 20
(Breadth) (CCB)
Engineering Major Based Core
17 -18 19
(Depth) (CCD) 66.2 /
66.66
Inter-Disciplinary 65.4
Engineering Breadth 7 6
(Electives) IDEE
Senior Design Project
6 6
(SDP)
Industrial Training
0 0*
(Summer)
Total 130 - 136 100 135 100.00
* Summer internship is mandatory for all engineering programs of the institute (NC)
187
ANNEX-F: Course Offerings
Pre-
Credit Knowledge Area requisite
Sr. No. Course Code Course Title
Hours (HEC) Courses
(if any)
CS101 Introduction to Computing (2-0-2) Computing
HM101 English and Study Skills (3-0-3) Humanities
MMI01 Industrial Chemistry (3-0-3) Basic Sciences
MT101 Calculus I (3-0-3) Basic Sciences

Semester 1
PH101 Mechanics (3-0-3) Basic Sciences
PH101L Mechanics Lab (0-3-1) Basic Sciences
CS101L Computing Lab (0-3-1) Computing
Inter disciplinary
ME101 Workshop Practice (0-3-1)
Engg. (Breadth)
Total Credits 14-9-17
Intensive Programming
CS102 (0-3-1) Computing CS101
Lab
HM102 Technical Report Writing (3-0-3) Humanities
ME102 Engineering Graphics (1-3-2) Engg. Foundation
Introduction to Engg. Inter disciplinary
MM102 (3-0-3)
Materials Engg. (Breadth)
Semester 2 MT102 Calculus II (3-0-3) Basic Sciences MT101
PH102 Electricity and Magnetism (3-0-3) Basic Sciences PH101
Electricity & Magnetism
PH102L (0-3-1) Basic Sciences
Lab
Inter disciplinary
MM141L Material Lab. I (0-3-1)
Engg. (Breadth)
EE211 Circuit Analysis I (3-0-3) Engg. Foundation MT101

ES211L Circuit Analysis Lab (0-3-1) Engg. Foundation
CS101,
EE221 Logic Design (3-0-3) Engg. Foundation
CS102L
EE221L Logic Design Lab (0-3-1) Engg. Foundation
Semester 3 Interdisciplinary
ME231 Thermodynamics I (3-0-3) MT101
Engg. (Breadth)
Pakistan and Islamic
Studies
Differential Equations
MT201 (3-0-3) Basic Sciences MT102
&Linear Algebra
188
EE212 Circuit Analysis II (3-0-3) Engg. Foundation EE211
EE231 Electronics I (3-0-3) Engg. Foundation EE212
EE222 Computer Architecture (3-0-3) Engg. Foundation EE221
EE222L Computer Architecture Lab (0-3-1) Engg. Foundation

Semester 4
MS291 Engineering Economy (3-0-3) Management Science
EE231L Electronics I Lab (0-3-1) Engg. Foundation

Probability and Random
EE251 (3-0-3) Basic Sciences MT102
Variables
Major Engg. Core
EE313 Electric Machines (3-0-3) EE212
(Breadth)
Major Engg. Core
EE323 Microprocessor Interfacing (3-0-3) EE222
(Breadth)
Major Engg. Core MT201,
EE351 Signals & Systems (3-0-3)
(Breadth) EE212
Major Engg. Core PH102,
EE333 Solid State Electronics (3-0-3)
(Breadth) EE231
Semester 5 Sociology and Human
Behavior
Major Engg. Core
EE313L Electric Machines Lab (0-3-1)
(Breadth)
Microprocessor Interfacing Major Engg. Core
EE323L (0-3-1)
Lab (Breadth)
Major Engg. Core
EE351L Signals and systems Lab (0-3-1)
(Breadth)
Major Engg. Core
EE332 Electronics II (3-0-3) EE231
(Breadth)
Major Engg. Core
EE341 Control Systems (3-0-3) EE351
(Breadth)
Major Engg. Core
EE361 Communication Systems (3-0-3) EE352
(Breadth)
Electromagnetic Fields and Major Engg. Core PH102,
EE371 (3-0-3)
Waves (Breadth) MT201
Ethical and Legal
Semester 6 HM322 (3-0-3) Humanities
Dimensions of Engineering
Major Engg. Core
EE332L Electronics II Lab (0-3-1)
(Breadth)
Major Engg. Core
EE341L Control Systems Lab (0-3-1)
(Breadth)
Communication Systems Major Engg. Core
EE361L (0-3-1)
Lab (Breadth)
Major Engg. Core
Digital Signal Processing (3-0-3) EE351
Semester 7 EE452 (Depth)
EE472 Wave Propagation and (3-0-3) Major Engg. Core EE371
189
Antennas (Depth)
Major Engg. Core
EE414 Power System Analysis (3-0-3) EE313
(Depth)
Senior Design Project Senior Design
EE481 (0-9-3)
(Part-I) Project
Management
MM/MS494 Technology Management (3-0-3)
Sciences
Digital Signal Processing Major Engg. Core
EE452L (0-3-1)
Lab (Depth)
Wave Propagation and Major Engg. Core
EE472L (0-3-1)
Antennas Lab (Depth)
Major Engg. Core EE332,
EE434 Power Electronics (3-0-3)
(Depth) EE313
Power System Protection Major Engg. Core
EE453 (3-0-3) EE313
and Control (Depth)
Major Engg. Core
EE444 Digital Control system (3-0-3) EE341
Semester 8 (Depth)
Senior Design Project Senior Design
EE482 (0-9-3)
(Part-II) Project
Managements
MM/MS496 Supply Chain Management (3-0-3)
Sciences
190
ANNEX-G: LABORATORIES & LAB
WORKCourses: 40
Number of Total Electronic Engineering
Number of Lab Courses: 14
Number of Lab Rooms: 10
Name of Lab(s) of
Sr. Laboratory Course(s) Type(s) of Nature of Students/
No. (Staff Names-- Conducted in the Workstations Experiments workstations
Qualifications) Lab.
Logic Design Workbenches, each

Lab with Power-supply,
Muhammad Signal Generator,
1 Salman (Lab Logic Design Oscilloscope, Hands-on 2
Engr.) Multimeter,
Mr. Ayaz (Lab Breadboard,
Attend. ) Components
Microcontroller
Interfacing Lab
Trainers, Burners,
Noman Bashir Microprocessor
(Lab Engr.) Interfacing
Microcontrollers
Mr. Javaid(Lab
Attend. )
Circuit Analysis-I
Workbenches, each
Lab
with Power-supply,
Abdullah Nisar
3 Circuit Analysis-I Signal Generator, Hands-on 2
(Lab Engr.)
Oscilloscope,
Mr. Arshad (Lab
Multimeter
Attend.)
Power supplies,
Electric
Machines Lab
Transformers, PLC
4 Zain Ul Abideen Electric Machines Hands-on 5
Trainers PLC
(Lab Engr.), Gul
Modules Conveyor
Hanif(Lab. Tech.)
Belt module,
Signals and
Systems Lab Signals and Computers, DSP kits
5 Hands-on 1
Assad Khaliq (Lab Systems DSK_C6713
Engr.)
Wave
Propagation and
Antenna Design Spectrum Analyzer,
Wave Propagation
6 Lab Wave propagation lab Hands-on 5
and Antennas
Junaid Bin equipment
Masood (Lab
Engineer),
Electronics-I Workbenches, Signal
Lab Generator,
7 Zewar Ali (GA), Electronics-I Oscilloscope, Hands-on 2
Arshad (Lab Multimeter,
Attend. ) Breadboard,
191
Components
Computer
Architecture Lab
Trainers, Burners,
Salman (Lab Computer
Engr.) Architecture
Microcontrollers
Mr. Javaid (Lab
Attend. )
Workbenches, each
Electronics-II
with Power-supply,
Lab
Signal Generator,
Abdullah Nisar
9 Electronics-II Oscilloscope, Hands-on 2
(Lab Engr.)
Multimeter,
Mr. Arshad (Lab
Breadboard,
Attend.)
Components
Power supplies,
Control Systems
Lab
10 Control Systems Transformers, PLC Hands-on 5
Zain ul Abideen
Trainers PLC
(Lab Engr.)
Modules
Digital Signal
Digital Signal Computers, DSP kits
11 Processing Lab Hands-on 1
Processing DSK_C6713
Zaiwer Ali
Communication
Spectrum Analyzer,
Systems Lab Communication
12 Wave propagation lab Hands-on 5
Assad Khaliq (Lab Systems
equipment
Engr.)
ASIC Design Lab

Lab Engineer is Introduction to Computers,
13 Hands-on 2
assigned upon the ASIC Design Microcontrollers
course offering
FYP Lab
Computers, and the
Mr. Mazhar Javed Dedicated for Final
14 equipment required Hands-on 4
(RA, Year Projects
by each FYP group
Lab Coordinator)
192
ANNEX-H: DETAILS OF STUDENTS
Intake Total Total Admissions Total Students Present No. of

Sr. No.
Batch Applicants Offered Admitted Strength Section(s)
1 Fall 2013 5395 184 82 70 2

2 Fall 2014 5139 199 84 78 2
3 Fall 2015 4484 214 154 148 3
4 Fall 2016 4379 235 148 140 3
193
ANNEX-I: FACULTY STRENGTH
List of Full-Time Departmental Teaching Faculty, sorted by Designation

Cr. Hrs.
taught in the
Details of Qualifications Current &
Experience
Last
Joining Teaching Dedicated /
Name PEC # Designation Specialization Semesters
Date (Total) Shared
Years
Degree Year Institution MS BS
Imperial College,
Dr. Nisar Elect/81 Professor and 26-6-
1 Ph.D. 1999 University of Control systems 12 (14) Dedicated 3 3
Ahmad 00 Dean 2000
London, UK
Physics of
Ioffe Physico-Tech
Organic
Ph.D. 1982 Institute (St.
Semiconductors
Dr. Khasan 14-08- Peterburg, Russia)
2 _ Professor and Devices 18(34) Dedicated 6 6
Karimov 2000
Academy of Physics of
D.S 1994 Sciences, Organic Solids
Uzbekestis and Devices
Dr. Adnan Elect/58 Assistant 1-Nov- Univ. of

3 Ph.D. 2010 Communication 5(5) Dedicated 6 6
Noor 90 Professor 2010 Manchester, UK
Dr. M. Elect/11 Uni. of Tokyo,

4 Professor 3/8/15 Ph. D 1980 Power 45 Dedicated 3 0
Akbar 694 Japan
Dr. Husnul Assistant 22-08- Quaid-e-Azam Microwave

5 - Ph.D. 2012 6(7) Dedicated 3 9
Maab Professor 2005 Univ, Islamabad Engineering
Wireless
Dr. Ziaul Assistant 24-08- University of
6 - Ph.D. 2012 Communication 10(10) Dedicated 3 9
Haq Abbas Professor 2002 Agder, Norway
and Networks
Dr. Farah Elect/21 Assistant 30-12- Engineering

7 Ph. D 2014 Purdue Uni, USA 10(10) Dedicated 0 12
Fayyaz 318 Professor 2014 Education
Dr. M. Elect/24 Assistant 17-01-

8 Ph.D 2015 Polytechnic Italy Communication 3 (3) Dedicated 0 12
Arbab 414 Professor 2011
Mr. M. Ali Elect/14 Research 6/6/200 Renewable

9 MS 2007 GIK Institute 5(11) Dedicated 0 12
Ghias 432 Associate 7 Energy
Mr. Mazhar Research 7/1/200 Quaid-e-Azam

10 - M.Phil 2004 Cryptography 4(6) Dedicated 0 12
Javed Associate 8 Univ, Islamabad
Mr. Attique Elect/28 Research 20/08/2 RWTH Aachen,

11 MS 2013 Electrical Engg. 2(3) Dedicated 0 12
Ur Rehman 011 Associate 013 Germany
Dr. M. Elect/10 Electrical

12 Professor 09/2016 Ph.D 2007 UET Taxila, Pak 35 Dedicated 0 6
Amin 787 (Power)
Mr. Abdul Electro/ Research 21/08/2 Industrial

13 MS 2014 Uni. of Malaya 1(1) Dedicated 0 12
Basit Zia 21593 Associate 014 Electronics &
Control
Mr.M.
Electro/ Research 5/9/201
14 Ahsan MS 2014 GIK Institute Electronics 2(2) Dedicated 0 9
14030 Associate 4
Saeed
Electro/ Research
15 Zaiwer Ali 2016 MS 2015 GIK Institute Electronics 1(1) Dedicated 0 12
17680 Associate
Elect/42 Research 10/3/20 Electrical

16 Khan Wali MS 2014 GIK Institute 1(1) Dedicated 0 6
459 Associate 15 (Power)
194
ANNEX-J: FACULTY SUMMARY
Number of New Faculty

Present Scenario members inducted
in the program since last
PEC Visit
Faculty teaching BSc 13
Faculty teaching
Non-Engineering
Engineering Subjects MSc 2
Subjects
BSc MSc PhD BSc MSc PhD PhD 2
Dedicated
Faculty 16 7 9
(Departmental)
Shared Faculty
(Departmental)
Shared Faculty
(from other 2 1 3
Departments)
Visiting Faculty
Number of Faculty
Scenario at the time of Last PEC Visit members who left
the program since last PEC
Visit.
Faculty teaching BSc 18
Faculty teaching
Non-Engineering
Engineering Subjects MSc 5
Subjects
BSc MSc PhD BSc MSc PhD PhD 1
Dedicated
Faculty 18 7 7
(Departmental)
Shared Faculty
(Departmental)
Shared Faculty
(from other 2 1 3
Departments)
Visiting Faculty
195
ANNEX-K: FACULTY LOADING
Current Semester Loading Last Semester Loading
Credit Credit
Sr. Degree Hours Hours
Name
Practical
Practical
No. Level
Theory
Theory
Course Titles Course Titles
BS 0 0 3 0 Digital Control systems

1 Dr. Nisar ahmad
MS/PhD 3 0 Linear System Theory 0 0
BS 3 0 Solid-state Electronics 3 0 Electronics II
Dr. Khasan Semiconductor Device
2 Organic Semiconductor
Karimov MS/PhD 3 0 3 0 Processing and
and Devices
Technology
BS 3 0 Solid State Electronics 3 0 Electronics II

3 Dr. Adnan Noor Instrumentation and
MS/PhD 3 0 Adjustable Speed Drives 3 0
Control
BS 3 0
4 Dr. M. Akbar Transmission and
MS/PhD 3 0 Distribution of Electric
Energy
Wave Propagation and Electromagnetic Fields
BS 6 0 3 0
5 Dr. Husnul Maab Antennas and Waves
MS/PhD 0 0 3 0 Microwave Engineering
Probability & Random
Dr. Ziaul Haq BS 3 0 Logic Design 6 0
6 Variables
Abbas
MS/PhD 3 0 Stochastic Processes 0
Communication
BS 6 0 Signals and Systems 6 0
7 Dr. Farah Fayyaz Systems
MS/PhD 0 0
Satellite Communication
BS 6 0 6 0 Power Electronics
8 Dr. Arbab Rahim Systems, Logic Design
MS/PhD 0 0
BS 6 0 Logic Design 6 0 Computer Architecture
9 Mr. M. Ali Ghias
MS/PhD 0 0 0 0
BS 6 0 Circuit Analysis I 6 0 Circuit Analysis II
10 Mr. Mazhar Javed
MS/PhD 0 0 0 0
Computer Archi,
BS 6 0 Digital Signal Processing 6 0
11 Mr. Zaiwer Ali Electronics I
MS/PhD 0 0 0 0
BS 6 0 Electrical Machines
12 Dr. M. Amin
MS/PhD 0 0
Mr. Attique Ur BS 6 0 Circuit Analysis I 6 0 Electronics-1
13
Rehman MS/PhD 0 0
Microprocessor
BS 6 0 6 0 Control Systems
14 Mr. Abdul Basit Zia Interfacing
MS/PhD 0 0
Introduction to ASIC
Mr. M. Ahsan BS 6 0 Applied Electrical Engg. 3
15 design
Saeed
MS/PhD 0 0 0 0
BS 3 0 Power System Analysis 3 0 Power System Protection
16 Khan Wali
MS/PhD 0 0
196
ANNEX-L: UNIVERSITY EXPENDITURE AND INCOME DETAILS
University Expenditure Details
1st Previous Fiscal Year 2nd Previous Fiscal-Year

Current Fiscal-
Expenditur Actual (as per Actual (as per
Sr. Year
e Head Budgeted Audit Report) Budgeted Audit Report)
No. Budget (2016-17)
2015-16 2013-14
Salaries &
A 488,595,000 421,686,000 381,905,300
Wages
B Other 390,939,324 304,159,612 271,200,000
C Capital 135,500,000 107,800,000 118,482,600
Total 1,015,034,324 833,645,612 771,587,900
University Income Details
1st Previous Fiscal Year 2nd Previous Fiscal-Year

Source of Current Fiscal- Actual (as per Actual (as per
Sr. Income Year Budgeted Audit Report) Budgeted Audit Report)
No. Budget (2016-17) 2015-16 2013-14
A Tuition Fee 838,389,136 721,839,900 603,621,000

B Other 177,575,400 124,661,000 116,415,900
Total 1,015,964,536 846,500,900 720,036,900
197
ANNEX-M: COMPANIES VISITED
GIKI AT OPEN HOUSE
Sr # Year 2011 Year 2012 Year 2013 Year 2014
Aardic, Heavy Industries

Active Capital I.T
ABB Engineering Taxila
1 Active Capital IT
2 AEDesign Pvt Ltd AE Design AE Design Arkhitech
Air Weapon Complex -

Air Weapon AL- Khair Group
AWC
3 Complex BENTLEY Systems
Attock Refinery Century Paper &
Avanceon Limited Avanceon
4 Limited Board Mills Ltd
Bahawalpur Bahawalpur Engineering
Air Weapon Complex
5 Engineering (Ayenbee Group) Clary ICON
Bentley Systems Bentley Systems Pakistan Century Paper & Boards
6 Pakistan (Pvt.) Ltd Mills Ltd Confiz Ltd
Cherat Cement CAMT (College of Advance CLARYSOLAR

7 Company Ltd Manufacturing Technology) CureMD
Cisco Pakistan
Century Paper & Board Mills Comcept Pvt Ltd
8 (Pvt) Ltd Ebryx Pvt Ltd
Crescent Bahuman China State Construction Elixir Technologies
CureMD
9 Limited Engr Corporation Ltd (Pvt.) Ltd.
10 Cure MD Pakistan Cohesian Pvt Limited Dawlance Engro Group
11 Dawlance Comcept (Pvt) Ltd Descon Engineering Ericsson Pvt Ltd
Descon
Crescent Bahuman Ltd DESTO
12 Engineering Fatima Group
Directorate of
Science & CureMD DH Fertilizers
13 Technology, KPK GSK
East West Infiniti Dr. A. Q. Khan Research
Dawlance
14 (Pvt) Ltd Labs i2c
15 Elixir Technologies Descon Engineering Limited EBM Ibrahim Fibers Ltd
Engineering
East West Infiniti (Pvt) Ltd Elixir Technologies
16 Systems ICCC, PAEC
English Biscuit
Engro Group Ebryx SMC Private Limited
Manufacturers (Pvt.) Ltd.
17 ICI
Fatima Group of
Elixir Technologies Engro
18 Companies Indus Motors
Fauji Fertilizer
Engro
Company Ltd ENI Pakistan Ltd
19 Jintech Pvt Ltd
Game View K-Electric (former
Fatima Group Fatima Group
20 Studios KESC)
21 ICI Pakistan Frontier Works Organizaton General Electric - GE Knowledge Platform
22 Interactive Group Heavy Electrical Complex GRID System (Pvt) Ltd KSB Pump Ltd
Jin Technology Pvt
i2c Pakistan i2C
23 Ltd LMKR
Karachi Electric &
Supply Corp IBM Pakistan ICCC, PAEC Lucky Cement Limited
24 (KESC)
Karim Aziz
Ibrahim Fibres Ltd ICI Pakistan Mentor Graphics Ltd
25 Industries
26 KRL ICI Indus Motors Mobilink
198
KSB Pumps Co. National Electronic
Indus Motors Jintech Pvt Ltd
27 Ltd Complex
Lakson Phillip
Informatics Complex (ICCC) K-Electric
28 Moris Pakistan Nescom
29 LMKR Pakistan Interactive Group KSB Pumps Co. Ltd NetSol Technologies
Maxim
International (Pvt.) Intermark (Pvt.) Ltd. Lafarge Pakistan Ltd
30 Ltd. PARCO
Plan 9 Technology
Mobiserve Jintech Pvt Ltd Lakson Group
31 Incubator
MOL Pakistan Oil Karachi Electric Supply
Lotte Pakistan
32 and Gas Co. B.V. Company PLUMgrid
Monthly
Engineering Khan Research Labs Mentor Graphics
33 Horizons Proctor & Gamble
National Development
NADRA KSB Pumps Co.Ltd
Complex - NDC
34 PTC
National
Development LMKR Netsol Reckitt Benckiser
35 Complex - NDC Pakistan (RB)
Nestle Pakistan
LMKT P&G
36 Limited Rolustech Ltd
Netsol
Lotte pakistan Pak Arab Refinery Ltd
37 Technologies Ltd Schlumberger
Maritime Technology
Packages Ltd Philips Morris Pvt Ltd
38 Complex Shell
Pak-Arab Refinary
Metro Hi_Tech (Pvt) Ltd PITB
39 (Ltd) Techlogix Pvt Ltd
Pakistan Atomic
Energy Millat Tractor Limited Philip Morris International
40 Commission Telenor Pakistan
Pakistan Tobacco Teradata Global
Mobilink PMO, NESCOM
41 Company Consulting Center
42 PEL Mobiserve Pakistan Pring TkXel Ltd
Philip Morris MOL Pakistan Oil & Gas
Pakistan Tobacco Company
43 International B.V TRG
National Database and
Procter & Gamble
Registration Authority PTCL
pakistan
44 (NADRA) Ufone
National Electronics
PTCL Complex of Pakistan Qairus
45 (NECOP) Unilever
Schlumberger Reckitt Benckiser Pakistan
National Foods
46 Pakistan (RB) VectraCom (pvt) ltd
National ICT R&D Fund
Systems Limited rentVm
47 (Ministry of IT) Younus Textile
Techno Pakistan Sajid Bros Engineering
NDC (Nescom)
48 Ltd Company (Pvt) Ltd Zigron Pvt Ltd
Telenor Nestle Pakistan Ltd Sanofi-Aventis Pakistan Ltd.

49
50 TRG NETKOM Sensys
Wartsilla Pakistan NetSol Technologies Limited Siemens

51
52 Numetrics Techlogix Pakistan Ltd
Open-Silicon Pakistan (Pvt)
Telenor Pakistan
53 Ltd.
199
54 P&G Tetra Pak Ltd
55 Packages Ltd TRG
56 PAK Datacom LTD Ufone PTML
57 Pak-Arab Refinery Limited Unilever
Pakistan Atomic Energy
Warid Telecom
58 Commission
Pakistan Tobacco Company WWF

59
Philip Morris International Zigron Inc.
60
Project Management
61 Organization (NESCOM)
62 QC Technologies
Reckitt Benckiser Pakistan
63 (RB)
64 Sanofi Pakistan Ltd
65 Schlumberger
66 Schneider Electric Pakistan
67 Sensys
Siemens Pakistan
68 Engineering Co Ltd
69 Teach for Pakistan
70 Techlogix Pakistan (Pvt) Ltd
71 TRG
72 Uniliever Pakistan Ltd
73 WAPDA
74 Warid Telecom
Wartsila Pakistan Pvt
75 Limited
76 Zong - CMPak Limited.
200
ANNEX-N: SENIOR DESIGN PROJECT
Senior Design Project Evaluation

Total Marks = 100
Supervisor Assessment 40%
Senior design project report 10%
Open House Evaluation 20%
Presentations 30%
Supervisor Assessment = 40
1. Meetings (Marks = 15)
1(0)Unsatisfactory 2(0-5) Good 3(5-10) Very Good 4(10-15) Excellent
Meetings with
supervisor very
Student could not
Contact with productive and involved
take initiative and
supervisor a two-way discussion
return having
Complete failure in sporadic. Clear and exchange of
extended the
relationship with guidelines given information. Rigorous
agreed tasks.
supervisor. by supervisor but record of tasks
Clear guidance
these disregarded completed with
required for
by student linkages back to the
completion
aims and objectives
clear identified.
2. Progress Report (Marks 5)
1(0-0.5) Unsatisfactory 2(0.5-2.5) Good 3(2.5-4) Very Good 4(4-5) Excellent
Progress report Progress report Progress report
Progress report
submitted submitted on time, submitted on time,
submitted rarely,
sporadically, containing concise containing concise
containing no clear
containing adequate but not precise and precise
description of
description of description of description of
progress
progress progress progress
Senior design project report = 10

1. Organization (Marks = 2)
Standard Format FEE Format
Plagiarism 20% in turnitin
3(1-1.5)Very
1(0) Unsatisfactory 2(0-1)Good 4(1.5-2)Excellent
Good
The report is in The report is in standard
The report is not in standard The report is in
standard format but format with proper headings,
format and completely standard format
structured in a page numbers, captions, font
unorganized and is readable
confusing manner size and perfectly structured
201
2. Technical Analysis (Marks = 4)
1(0-1) Unsatisfactory 2(1-2) Good 3(2-3) Very Good 4(3-4) Excellent
Analysis poorly Analysis presented with
Analysis is of trivial explained or so sufficient
Little engineering/
calculations & poorly detailed that the details to be understood at
theoretical analysis
explained audience loses peer
interest level
3. Use of Language (Marks = 2)

1(0)Unsatisfactory 2(0-1) Good 3(1-1.5) Very Good 4(1.5-2) Excellent
For 30% of total report
Most concise and
Sentence structure error, there are correct
Language has been used accurate language with
grammatical mistakes sentence structures, no
with no mistakes best sentence structures
and repetition of phrases repetition of phrases and
and no mistakes
no grammatical mistakes
4. Referencing/ work citations (Marks = 2)

1(0)Unsatisfactory 2(0-1) Good 3(1-1.5) Very Good 4(1.5-2) Excellent
The report contains The report has some The report has all
There are no references
references but are not in references in IEEE references in IEEE
in the report
IEEE format format format
202
Open House Evaluation = 20
Two Examiners evaluate each senior design project. Each has weightage of 20 and then average will be taken.
Detailed rubric is presented ne
Weights Weighted
Marks Poor Satisfactory Good Excellent
(%) Marks
Open House 60 0-2 2-4 5-8 8-10
Comprehensive and
Survey organized Competent review
Background or Poor evidence of systematically executed,
A 10 but incomplete and conducted and 10
Review research Discussed work in the
inconsistent reported
broader area of research
Design shows clear
Design is new
Design is prepared understanding of
B Novelty of Idea 10 Poor Design working with 20
but flawed decisions and
logical approach
considerable innovation
Idea is new but
Originality of No innovation of Conventional idea Idea is narrative and
C 10 with minimal 20
Design design with new approach implementable.
impact
The project is The project is working
The project is not
D Demonstration 10 Partially working working well with completely without any 20
working
consistency error
Contents were Concise put not
Relevant contents Concise and precise
Presentation skill unorganized and precise contents
E 10 were delivered in contents delivered in 20
(Teamwork?) delivered in unclear were delivered in
reasonable manner fluent manner
manner reasonable manner
Poster is comprehensive
Poor representation Traditional poster Design approach is
F Poster 10 and designed with new 10
of project design good
tools
203
Presentation = 30
Total 5 presentations will be held in span of two semesters (2 in Fall semesters and 3 in Spring Semester). Detailed rubric for each presentation
is provided next. Total marks will be scaled to 30
0 Unsatisfactory 1 satisfactory 2 Good 3 Very Good 4 Excellent
60-80% marks
Below 60% marks achieved 70-80% marks achieved 80-90% marks achieved in total 90-100% marks achieved in total of all
achieved in total of all
in total of all presentation in total of all presentation of all presentation presentation
presentation
Weights Weighted
Fall Semester Marks Poor Satisfactory Good Excellent
(%) Marks
Presentation 1
1 0-2 2-5 5-8 8-10
(50)
Unclear
motivation, Scope Sound motivation
Motivation/ Scope of project Precise justification of
A 10 of project not but scope of project
Justification justified project scope
justified. need to be refined
Revision required
statements of
Clear list of List of statements of List of statements of
problems are listed
statements of problems are clear problems are concise
B Problem statement 10 but does not reflect
problems is and adequate for and precise in relation to
scope of project, thus
missing scope of project scope of project
need to be refined
No or unclear Realistic plan for

Methodology/ Basic plan is given Realistic plan for project
plan for the project with only
C Approach towards 10 without adequate with minor details
execution of major details
solution details covered
project covered
11-204
organized but Competent
No or little Comprehensive and
incomplete & background study of
background study systematically executed
inconsistent problem, market,
D Literature Review 10 of problem, background study of
background study of and existing
market, and problem, market, and
problem, market, and solutions conducted
existing solutions existing solutions
existing solutions and reported
Contents
Contents organized in Contents organized in Contents organized in
unorganized,
order, inability to order and with proper detail and in order, able to
Communication and inability to answer
E 10 any questions,
answer some questions details, answer most answer all questions with
organization skills accurately, hesitant questions adequately, precision, fluent English
faltering English
English used. proper English used. used.
used.
11-205
Weights Weighted
Fall semester Marks Poor Satisfactory Good Excellent
(%) Marks
Presentation 2
2 0-2 2-4 5-8 8-10
(50)
Adequate
Vague about Clear about project
Hardware/ software knowledge about Vague about project
project requirements and
A Requirements & Basic 10 project requirements requirements and
requirements and deep understanding
concepts with superficial sound concepts
poor concepts of basic concepts
concepts
Specifications,
Specifications, Specifications,
parameters &
parameters & parameters &
Specifications, constraints of design
constraints of design constraints of design
Design issues parameters & are present and have
B 10 are present but are present and have
awareness constraints of adequate knowledge
unclear about their in detail knowledge
design are missing. about their
calculations and of calculations and
calculations and
acquirement. acquirement.
acquirement.
Functional and Functional and non- Functional and non- Functional and non-
non-functional functional functional functional
Requirements were
requirements were requirements were requirements were requirements were
C mapped to the design 10
poorly reflected in fairly reflected in adequately reflected reflected in your
adequately
your design your design in your design design decisions with
decisions. decisions. decisions. precise.
Poorly executed Simulation results
Simulation resulting Simulation with
D Simulation results 10 simulation results obtained in detail
in undesired results adequate results
presented and with accuracy
Contents
Contents organized in Contents organized in
unorganized, Contents organized in
order and in detail, detail and in order,
Communication and inability to answer order, answer some
E 10 any questions, questions accurately,
answer most questions answer all questions
organization skills. adequately, proper with precision, fluent
faltering English hesitant English used.
English used. English used.
used.
Weights Weighted
Spring Semester Marks Poor Satisfactory Good Excellent
(%) Marks
3 Presentation 3 (50) 0-2 2-4 5-8 8-10
No improvement in Only main All critical
Faculty Feedback Most of feedback is
any aspect of feedback is feedback
A from previous 10 incorporated in
project based on reflected in incorporated and
presentation project
feedback progress since last project updated
11-206
time accordingly
Original timeline is
Original Timeline Original timeline is
Project management not followed Original timeline
not followed. not followed exactly
B (Proposed timeline 10 exactly, exceptions followed. Project is
Project lagging due to unforeseen
followed) were not handled on time
behind circumstances
properly
Requirements and Functional and Non-functional requirements
C proposed design were 10 adequately addressed to some
not addressed at all addressed in detail
adequately addressed addressed detail
Poorly executed
Undesired results Desired results with Desired results
Test results & trouble results presented
D 10 with attempt at adequate with in depth
shooting with no
troubleshooting troubleshooting troubleshooting
troubleshooting
Presentation Presentation
contents organized contents organized
contents contents organized
in order and with in detail and in
unorganized, in order, inability
Communication and proper details, able order, able to
E 10 inability to answer to answer some
organization skills. to answer most answer all
any questions, questions
questions questions with
faltering English accurately, hesitant
adequately, proper precision, fluent
used. English used
English used. English used
Weights Weighted
(%) Marks
Presentation 4
4 0-2 2-4 5-8 8-10
(50)
Issues with Good visibility
Deficiency in Good visibility
visibility (text/diagram), EE
visibility( (text/diagram), EE
(text/diagram), EE Poster Format
text/diagram), EE Poster Format
Poster format. And followed to most
A Poster Design 10 Poster followed, relevant
all relevant extent, relevant
Format and in information
information is not information
Information. Poster provided. Creative
present. Some provided. Typical
to be redesigned. approach
revision required approach.
Poorly executed
Undesired results Desired results Desired results
Test results & trouble results presented
B 10 with attempt at with adequate with in depth
shooting with no
troubleshooting troubleshooting troubleshooting
troubleshooting
C Demonstration 10 Only some modules Most of the project Crude Project completely
11-207
of projects were is working and demonstration of in working
demonstrated, modules are complete project condition and
requires a lot more demonstrated. Some delivered demonstration
work more work required given to faculty
Handling of Incomplete & Comprehensive and
Complete Competent
Unforeseen inconsistent systematically
mishandling of handling of
D circumstances 10 handling of handling of
unforeseen Unforeseen
(delays, equipment Unforeseen unforeseen
circumstances circumstances
malfunctioning etc.) circumstances circumstances
Changes in original Changes in original
plan were plan were
plan were plan were
systematic systematic
mismanaged & fail to adequately
E Methodology 10 provide justification
addressed but addressed and
addressed but
of new approach justification for Justification for
justification for new
given new approach is new approach
approach is missing.
missing. provided
Weights Weighted
(%) Marks
Presentation 5
5 0-2 2-4 5-8 8-10
(50)
Prototype is in
Prototype not Crude development Refined Prototype
A Developed prototype 10 finished product
developed of prototype developed
form
Changes in original
plan were Changes in original
plan were plan were
mismanaged and plan were
systematic systematic
no adequately
B Methodology 10 addressed but addressed and
information/justific addressed but
justification for Justification for
ation provided justification for new
new approach is new approach
about new approach is missing.
missing. provided
approach
Design issues Design issues Design issues Design issues
identified at the identified at the start identified at the identified at the
C Design requirements 10 start were not were met/addressed start were start were
met/addressed at in a adequate met/addressed in a met/addressed in a
all manner sporadic manner systematic manner
60% of project 80% of project 90% of project 100% of project
D Project completion 10
modules in block modules in block modules in block modules in block
11-208
diagram completed diagram completed diagram completed diagram completed
contents organized contents organized
contents contents organized
in order and with in detail and in
unorganized, in order, inability to
Communication and proper details, able order, able to
E 10 inability to answer answer some
organization skills to answer most answer all
any questions, questions
questions questions with
faltering English accurately, hesitant
adequately, proper precision, fluent
used. English used.
English used. English used.
11-209
Internship Evaluation
Evaluation from Industry 40% Presentation + Q/A 30% Internship Report 30%
Threshold: 50%
Weights Weighted
Evaluation from Industry 100 Poor (0-10) Satisfactory (10-40) Good (40-80) Excellent (80-100)
(%) Marks
No interest shown in Sufficient knowledge Comprehensive knowledge of
Adequate knowledge
Feedback from Industry 100 doing internship, obtained and applied industry in well organized and 40
obtained and applied it
nothing is obtained it properly systematic manner is obtained
Presentation (Overall) 30 Poor (0-5) Satisfactory (5-15) Good (15-25) Excellent (25-30) 30
Module Poor (0-2) Satisfactory (2-4) Good (5-8) Excellent (8-10)
Clear understanding
No attempt to gain Adequate knowledge
Obtained Professional of industrial Comprehensive and consistent
10 knowledge during of technical aspects of 10
Knowledge knowledge with knowledge of industry
internship industry
technical aspects
The presentation is The presentation is in

The presentation is in The presentation is in standard
Organization & not in standard format standard format but
10 standard format and format with proper headings, page 10
Communication skills and completely structured in a
is structured properly numbers, captions, font size and
unorganized confusing manner
perfectly structured
Poor (0-1) Satisfactory (1-2.5) Good (2.5-4) Excellent (4-5)
Visibility of text and
Text and images are Presentation has graphics with best
images is not clear Text and images are
Graphics 5 clear and into the text and image visibility and 5
and irrelevant to the clear but superfluous
scope of internship relevance to the scope of internship
scope of internship
Student reads Student reads without
Student reads from Student reads without notes and
everything from notes notes and good eye
Eye contact 5 notes with some eye refers most appropriately to all the 5
and has no eye contact with some
contact audience
contact with audience audience
Internship Report
30 Poor (0-5) Satisfactory (5-15) Good (15-25) Excellent (25-30) 30
(Overall)
Module Poor (0-2) Satisfactory (2-5) Good (5-8) Excellent (8-10)
11-210
Work during
internship is
Work during internship is
Work during internship mentioned in detail
mentioned in detail and
Work during internship is is mentioned but no connection
connection made with
Contents 10 mentioned superficially, no adequately, some made with relevant 10
relevant courses,
background on organization background on courses,
background on organization
organization background on
in detail
organization in
detail
The report is in standard
The report is not in standard The report is in standard The report is in format with proper
Organization 10 format and completely format but structured in standard format headings, page numbers, 10
unorganized a confusing manner and is readable captions, font size and
perfectly structured
For 30% of total report
there are correct
Sentence structure error, Language has been Most concise and accurate
sentence structures, no
Use of Language 10 grammatical mistakes and used with no language with best sentence 10
repetition of phrases
repetition of phrases mistakes structures and no mistakes
and no grammatical
mistakes
11-211
ANNEX-O: CQI FORMS
Course Feedback Form (Cohort Level)
Faculty of Electrical Engineering
Percentage Assessment FEEDBACK
Time CLO
of students sources
(weeks) achieved Propose corrective
Related who got Possible reasons for CLO (Quizzes/ Justification for the
CLOs spent on (Yes/No) actions for
PLOs 40% or achieved or not achieved Midterm/ Final appropriateness of the
each on cohort students in this
higher in etc.) for each proposed corrective actions
CLO level cohort
each CLO CLO and count
CLO-1
CLO-2
CLO-3
CLO-4
212
COURSE REVIEW REPORT
(Cohort Level)
Course Name_______________________ Semester_______________________

Course Code_______________________ Instructor______________________
Suggested Corrective Actions by OBE Committee:
Any Additional Comments:
Dean FEE________________ Dated_____________
Note: Prior to filling this form, please refer to OBE result sheet, course feedback form
submitted by course instructor, corrective actions plan
213
ANNEX-P: LAB RUBRIC
General Rubric points PLOs Domain & CLO

for labs Level
Apparatus usage PLO-5 P-3 To display expertise in using relevant equipment/software in an experiment
Punctuality PLO-8 A-3 To follow lab timings as per instructions
Workstation PLO-8 A-3 To follow guidelines to keep workstation organized
Plagiarism PLO-8 A-3 To conform to plagiarism policies in presenting their work
Viva PLO-9 C-2 To explain key concepts of related lab experiment/project
Team work PLO-9 A-2 To display active team participation
Presentation PLO-10 P-2 To present engineering task in an organized manner
Report PLO-10 C-3 To write an engineering task in the given format
Project management PLO-11 A-3 To justify time and resource allocation to complete the assigned task
Safety PLO-6 P-3 To follow appropriate safety precautions
Data acquisition PLO-5 P-4 To measure the experimental data within the expected range of values
Data interpretation PLO-4 C-4 To analyze the acquired data as per the relevant theory
Design PLO-3 C-5 To develop solutions that meet specified needs for an engineering problem at hand
214
Rubrics for lab course evaluation for all FEE labs
General
Rubric points PLO Level of Proficiency
for labs
4 3 2 1 0
Student arrives on time Student arrives on time in
Punctuality PLO-8 NA NA NA in more than 60% of less than or equal to 60%
labs of the labs
Can
Cannot setup apparatus
independently Can setup and Can setup and
Apparatus according to design but Cannot setup or handle
PLO-5 setup, operate handle the apparatus handle the apparatus
usage knows how to handle the apparatus
and handle the with minimal help with some help
apparatus
apparatus
Data recorded and
All required data is Data recorded
presented is
recorded and presented is
complete but Data recorded only with
Data and presented partially complete
PLO-5 accuracy is not as considerable assistance
acquisition accurately The required format is
per requirement. The from the instructor
and completely in followed but with
required format is
the required format. completely.
followed.
Analyzes and interprets Analyzes and interprets Analyzes data correctly Unable to analyze and interpret
Data data correctly for all data correctly for few however unable to interpret data for any tasks/experiments
PLO-4 tasks/experiments in the tasks/experiments in the it for tasks/experiments in in the lab
interpretation
lab lab the lab
215
Rubrics for lab course evaluation for selective FEE labs
General Rubric
PLO Level of Proficiency
points for labs
4 3 2 1 0
Student hands
Student hands over
over the
the workstation in a
workstation in a
required manner.
Workstation PLO-8 NA NA NA required manner.
This must be done
This must be
in less than or equal
done in more than
to 60% of the labs
60% of labs
The student does The student
not include the includes the
Plagiarism PLO-8 NA NA NA
Turnitin report in Turnitin report in
their FYP Report their FYP Report
Demonstrates
Demonstrates Demonstrates
extensive Demonstrates
some knowledge incomplete
knowledge of the knowledge of the
of the topic by knowledge of the
Viva PLO-9 NA topic by topic by responding
responding topic by responding
responding precisely to all
accurately to all inaccurately to all
precisely to all questions
questions questions
questions
•Take an active •Give input and/or •Joins a group
position in group recommendations cooperatively.
by assigning tasks confidently. • Acknowledge Neither listens nor
Team work PLO-9 and/or speaking • Complete assigned members of the contributes in the
for the group. tasks in a timely group. group
• Take fashion. • Listens
responsibility for • Respect differing attentively to
216
end product that points of view. members of the
reflects the • Agree on group group.
minority as well priorities, goals and • Be prepared and
as the majority procedures. reliable members
conclusions of the of the group.
group. • Contribute to
• Encourage and the end product of
acknowledge the the group
work of other
group members.
Appropriate eye Appropriate eye Little contact is The speaker fails to
contact is made contact is made with made with the address the
with audience. audience audience important content
Insightful, Expresses clearly and The speaker requirements of the
creative, or coherently addresses some of assignment.
PLO-
skillfully The speaker the important The information
10
presented addresses all the content presented reveals
important content requirements of the speaker's failure
requirements of the the to assimilate
Presentation assignment assignment. the material
Format followed Format of

Format followed are
are as per sections is as per
as per standard; All
standard; All standard; Not all
sections of the report Standard format is
PLO- sections of the sections of the
Format follow given not followed at all
10 report follow report follow
sequence with no references
given sequence given sequence
Not all references in
All references in Some references
IEEE format
IEEE format in IEEE format
 In-depth  Knowledge of the  Knowledge of  Knowledge of
Technical
Presentation NA Knowledge of theory related to the theory the theory
Contents
the theory the task is related to the related to the
217
related to the presented with task is task is clearly
task is clarity. presented missing.
presented  Execution of with clarity. Execution of
with clarity. assigned task is  Execution of assigned task lacks
 Execution of presented with assigned task details
assigned task thorough details is presented
is presented with sufficient
with thorough details
details
The student The student achieves the The student The student does
achieves the milestones in time but achieves the neither achieves
Project PLO- milestones in time does not addresses all milestones in as the milestones in
management 11 and as per requirements. per requirements time nor meet
requirements. but not within the requirements.
time constraints
Demonstrates
Demonstrates
complete Demonstrates sound Does not follows
shortfalls in
compliance with compliance with related related practices
Safety PLO-6 following related
related practices practices of safety and of safety and
practices of safety
of safety and health. health.
and health.
health.
 Specifications,  Specifications,  Some  No

parameters and parameters specifications, specifications,
constraints of and constraints parameters parameters and
design are of design are and constraints constraints of
Design PLO-3 present. present. of design are design are
 Detailed  Sufficient present present
calculations calculations  Insufficient  No calculations
and/or and/or calculations and/or
procedures to procedures to and/or procedures to
218
obtain the obtain the procedures to obtain the
design are design are obtain the design are
provided. provided. design are provided.
provided.
219
12 ANNEX-Q: OPEN ENDED LAB
Total Marks = 20
Circuit Analysis I Lab (EE211L)
Student Name
Registration No.
Class
Total Marks 20 Marks Obtained
Open Ended Task No. 01:

Design and implement a circuit that can provide 5V to the load in order to operate properly.
Provided you have the following components available in Lab,
 10V Voltage Source

 Two 10kΩ Resistors
 Operational Amplifier
Circuit Load
At the end of task, you are required to compare the theoretical and experimental data and also
submit the complete mathematical explanation of your design along with your report.
1. Accuracy (Marks = 4)
How much a student identifies and clearly addresses both the main question and subsidiary,
embedded, or implicit aspects of the problem.
Unsatisfactory (1) Good (2) Very Good (3) Excellent (4) Marks
The student shows an The student shows The student The student shows
undeveloped a developing demonstrates an advanced
knowledge and knowledge of knowledge and knowledge and
application of radial balance and application of radial application of the
objectives. Shows shows some balance and shows objectives and
little or no creativity in creativity in open creativity in open shows excellent
open ended task (no ended task. ended task. creativity in open
additional details). ended task.
2. Completeness (Marks = 4)
220
How much a student explains, accurately and thoroughly, multiple solutions, positions, or
perspectives that balance opposing points of view?
The open ended task The open ended task The open ended task The open ended
was complete but did was complete but was complete and task was 100%
not work as required; did not work as worked, but needed complete and
needed several major required; needed few minor worked according
modifications. some minor modifications. to the task
modifications. description.
Teamwork (Marks = 4)
How much a student is able to work collaboratively, if the student is giving his/her best in any
circumstances? If the student is able to cooperate, using his/her individual skills and
providing constructive feedback, despite any personal conflict between individuals.
Shares ideas but does Offers new Offers alternative Helps the team move
not advance the work suggestions to solutions or forward by articulating
of the group. advance the work courses of action the merits of alternative
of the group. that build on the ideas or proposals.
ideas of others.
3. Time Management (Marks = 4)

It is key to efficient working. How much a student is able to use his/her time effectively or
productively towards achieving the goal?
Original Timeline is Original timeline is Original timeline is
not followed; Project not followed not followed exactly
Original timeline is
lagging behind. exactly; exceptions due to unforeseen
followed and met.
were not properly circumstances.
handled.
4. Presentation (Marks = 4)
How much a student clearly states and discusses conclusions. Does he /she considers
implications and consequences of the conclusion in context, relative to assumptions, and
supporting evidence? Does he provides reflective thought with regards to the assertions?
Contents unorganized, Contents organized Contents organized Contents organized
inability to answer in order, inability to in order and with in detail and in
any questions. answer some proper details, able order, able to
questions to answer most answer all questions
accurately. questions with precision.
adequately.
221
ANNEX-R: SURVYES FOR PEOs
Employer Survey
Organization Name: _______________________________
Type of Business:___________________ Number of graduates: __________________
Please specify the degree program related to your organization: ______________________
GIK Institute values the feedback/suggestions from its alumni. They are essential to the main educational
mission and their input matters a lot in upgrading the Institute facilities. Therefore, we request you to take
some time out and kindly fill the following survey form.
Very satisfied
Dissatisfied
dissatisfied
Uncertain
Satisfied
Very
Question/Aspect A B C D E
1 Math, Science, Humanities and professional discipline
2 Problem formulation and solving skills
3 EE-PEO-1 Collecting and analyzing appropriate data for higher order learning
4 EE-PEO-1 Ability to link theory to practice
5 EE-PEO-1 Ability to design a system component or process
6 IT knowledge
7 EE-PEO4 Oral communication
8 EE-PEO4 Report writing
9 EE-PEO4 Presentation skills
10 EE-PEO-3 Ability to work in teams
11 EE-PEO-4 Leadership
12 Independent thinking
13 Motivation
14 Reliability
15 EE-PEO-3 Appreciation of ethical values
16 Independent and critical thinking
17 Dependability
18 Adaptability
19 EE-PEO-4 Resource and Time management skills
20 EE-PEO-4 Judgment
21 EE-PEO-4 Friendliness
22 EE-PEO-4 Discipline
23 EE-PEO-3 Assessment of societal, health, safety and culture issues
24 Professional engineering practice
25 EE-PEO-2 Solution to complex engineering problems
knowledge of sustainable development and environmental effects of

EE-PEO-3
engineering solution
26
222
Alumni Survey
Your name (Optional) _______________________________
Your degree program:___________________ Year of graduation: __________________
Name of organization: ___________________ Position in organization: __________
GIK Institute values the feedback/suggestions from its alumni. They are essential to the main
educational mission and their input matters a lot in upgrading the Institute facilities. Therefore, we
request you to take some time out and kindly fill the following survey form.
Very satisfied
Dissatisfied
dissatisfied
Uncertain
Satisfied
Very
Question A B C D E
1 Math, Science, Humanities and professional discipline
2 EE-PEO-2 Problem formulation and solving skills
3 EE-PEO-1 Collecting and analyzing appropriate data for higher order learning
4 EE-PEO-1 Ability to link theory to practice
5 EE-PEO-1 Ability to design a system component or process
6 IT knowledge
7 EE-PEO-4 Oral communication
8 EE-PEO-4 Report writing
9 EE-PEO-4 Presentation skills
10 EE-PEO-4 Ability to work in teams
11 EE-PEO-4 Ability to work in arduous /Challenging situation
12 EE-PEO-4 Independent thinking
13 EE-PEO-3 Appreciation of ethical Values
14 EE-PEO-4 Resource and Time management skills
15 EE-PEO-4 Judgment
16 EE-PEO-4 Discipline
17 EE-PEO-3 Assessment of societal, health, safety and culture issues
18 Professional engineering practice
19 EE-PEO-2 Solution to complex engineering problems
EE-PEO-3
knowledge of sustainable development and environmental effects
20 of engineering solution
223
Graduating Batch Survey
Your name (Optional) _______________________________
Your degree program:___________________
GIK Institute values the feedback/suggestions from its alumni. They are essential to the main
educational mission and their input matters a lot in upgrading the Institute facilities. Therefore, we
request you to take some time out and kindly fill the following survey form
Very satisfied
Dissatisfied
dissatisfied
Uncertain
Satisfied
Very
Question A B C D E
1 The work in the program is educative.
2 The program is effective in enhancing team-working abilities.
3 The program administration is effective in supporting learning.
4 The program is effective in developing analytical and problem solving skills.
5 The program is effective in developing independent thinking.
6 The program is effective in developing written communication skills.
7 The program is effective in developing planning abilities.
8 The objectives of the program have been fully achieved
9 Whether the contents of curriculum are advanced and meet program objectives
10 Faculty was able to meet the program objectives
11 Environment was conducive for learning
12 Whether the Infrastructure of the department was good.
13 Whether the program was comprised of Co-curricular and extra-curricular activities
14 Whether scholarships/ grants were available to students in case of hardship
The program is effective to develop awareness of contemporary issues
(Contemporary issues: societal, health, safety, legal and cultural issues relevant to
15 complex engineering problem.)
16 The program is effective to engage in self-directed learning.
The program provides knowledge of sustainable development and
17 environmental effects of engineering solution.
18 The program helps in development of skills required for life-long learning.
19 The program is effective in developing organizational planning abilities
20 This program promotes leadership qualities
21 Your life in hostel was comfortable
22 The administration of GIKI was corporative
23 The internship experience is effective in enhancing
Ability to work in teams
Independent thinking
Appreciation of ethical Values
Professional development
Time management skills
Judgment
Discipline
224
The link between theory and practice
24 What are the best aspects of your program?
25 What aspects of your program could be improved?
225

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GIK Institute of Engineering Sciences and Technology

SELF ASSESSMENT REPORT

Faculty of Electronic Engineering

Mr. M. Ahsan Saeed Research Associate

Dr. Nisar Ahmed Dean, FEE

Dr.Zia Ul Haq Abbas Assistant Professor

Dr. Farrah Fayyaz Assistant Professor

Dr. Javed Ahmad

Approved By Mr. Jehangir Bashar Rector

Executive Summary ............................................................................................................................. xii

Chapter 1 Introduction .......................................................................................................................... 1

Chapter 2 Program Educational Objectives (PEOs)................................................................ 23

Chapter 3 Program Learning Outcomes (PLOs) ...................................................................... 27

Chapter 4 Curriculum and Learning Process............................................................................ 48

Chapter 5 Students ............................................................................................................................. 67

Chapter 6 Faculty and Support Staff ............................................................................................ 83

Chapter 7 Facilities and Infrastructure ...................................................................................... 99

Chapter 8 Institutional Support and Financial Resources ................................................. 120

Chatper 9 Continuous Quality Improvement.......................................................................... 123

Chapter 10 Industrial Linkages ................................................................................................... 134

Annexures ........................................................................................................................................... 146

ANNEX-A: Complex Engineering Problem................................................................................ 147

ANNEX-B: Mapping of PLOs with PEOs ...................................................................................... 159

ANNEX-C: System of Instructions and Examination ............................................................. 160

ANNEX-D: Mapping of Courses with PLOs ................................................................................ 177

ANNEX D1: Mapping of PLOs with CLOs .................................................................................... 179

ANNEX-E: Curriculum Design ....................................................................................................... 187

ANNEX-F: Course Offerings.............................................................................................................. 187

ANNEX-G: Laboratories & Lab Work .......................................................................................... 191

ANNEX-H: Details of Students ....................................................................................................... 193

ANNEX-I: Faculty Strength ............................................................................................................. 194

ANNEX-J: Faculty Summary ........................................................................................................... 195

ANNEX-K: Faculty Loading ............................................................................................................. 196

ANNEX-L: University Expenditure and Income Details ....................................................... 197

ANNEX-M: Companies visited GIKI at Open House ............................................................... 198

ANNEX-N: Senior Design Project ................................................................................................. 201

ANNEX-O: CQI Forms........................................................................................................................ 212

ANNEX-Q: Open Ended Lab ............................................................................................................ 220

BOG Board of Governors

CLOs Course Learning Outcomes

CQI Continuous Quality Improvement

EAB Engineering Accreditation Board

FEE Faculty of Electronic Engineering

FSB Faculty Study Board

HEC Higher Education Commission

IAB International Advisory Board

IEEE Institute of Electrical and Electronics Engineers

KPI Key Performance Indicator

MOM Minutes of Meeting

OBE Outcome Based Education

OBA Outcome Based Assessment

PLOs Program Learning Outcomes

PEOs Program Educational Objectives

PEVs Program Evaluators

PhD Doctor of Philosophy

PEC Pakistan Engineering Council

QMS Quality Management System

QEC Quality Enhancement Cell

SAR Self-Assessment Report

SGPA Semester Grade Point Average

research publications in reputed international journals and conference proceedings.

valuable feedback on important attributes of the revised PEC Accreditation Manual.

The Program Team (PT) consists of the following members,